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And GIRLS' 
REPUBLIC 



WUton L. Gill 




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COPYRIGHT DEPOSnV 



The Boys* and Girls* 
Republic 



Text-book of 
The Art of Citizenship 



BY 

WILSON L. GILL, LL.B., 

President of the American Patriotic League. 

Formerly, General Supervisor of Moral and Civic Training 

in Cuba, for the United States War Department and 

Supervisor at Large of Indian Schools for the 

United States Department of the Interior. 



AMERICAN PATRIOTIC LEAGUE 

INDEPENDENCE HALL 

PHILADELPHIA. 



On 






^ 



Copyright, 1913, by 
WILSON L, GILL 



DEC 27 1913 



MONOTYPED BY 

ANTHONY PRINTING COMPANY 

HANOVER, HA. 



(g:i.A361350 



PREFACE 



QNE Sunday morning, some years ago, I asked 
a young man sitting next to me in a trolley 
car, if he were a graduate of a certain university. He 
said he was, having graduated two years previously. 
I asked him if he had attended the recent primaries. 
He replied that he had never attended a primary or 
caucus, and never expected to, that he had no curi- 
osity in that direction and that he thought it not 
worth while to waste his time that way. Before we 
reached my destination, a half hour later, he said, 
**This matter has never before been presented to my 
mind in such a light. To me it is a new and true 
gospel, and as you have preached it to me, a total 
stranger, so I shall preach it to my friends, and to 
others whenever I have the opportunity. I am grate- 
ful to you for this new light, and with all my heart 
I give you my promise that I shall not neglect any — 
even the most humble of my civic duties." 

Not long before this incident, I had been in cor- 
respondence with the famous president of this same 
great university, urging him to make use of the ne- 
cessity of maintaining a government for the several 
thousand students, as a means of acquainting them 
practically, not only with the principles and no- 
menclature of democratic government, but also with 
the right practices of citizens and officers, so that 
on leaving the university they should be already in 



4 Preface 

the habit of performing their civic duties. He replied 
that the matter had been discussed in faculty meet- 
ings, and the right to govern themselves had been 
offered to the students, who answered, apparently 
with disgust, **We pay for all necessary police duty 
when we pay our tuition." He wrote me, ''You see 
they did not want it themselves, and there was noth- 
ing more that we could do." I did not see how I 
could reply, without giving offense, and thus defeat- 
ing the cause. It ought to have been seen by all in 
the light of a patriotic duty of the University and of 
the students, and should have been presented in 
such a way as to have made the students eager to 
accept the privilege, rather than to reject it as a 
scheme of police service to relieve the faculty. 

It is in the college that an individual can have the 
last opportunity for training in citizenship under 
instructors. For this reason it is a matter of vast 
importance to our nation that the colleges should 
make certain that every student within their influ- 
ence is imbued with the right spirit and habituated 
in the right practices of citizenship ; but it is of vastly 
greater importance that the high schools and gram- 
mar schools should perform their duty in this respect. 
What shall we say of the primary schools and kinder- 
gartens, where the foundations of character are laid 
and many of one's life-long habits are begun? The 
primary school, the kindergarten and the normal 
school back of them are the most important places 
in which to begin. However, the right place in which 
to begin is wherever there is an opportunity. 

Fortunately, teaching the practices of citizenship 
has been so simplified that it is in perfect harmony 
with good kindergarten work, and teachers who 
have been successful as kindergarteners use the School 



Preface 5 

Republic method of teaching citizenship, with excel- 
lent results and constant delight to the little citizens 
and themselves. 

Our first systematic experiment with democracy 
in a public school w^as in the form of a municipality 
and was called the ''School City." There was much 
published about it, and teachers in every direction 
used the method. Since then, we have used many 
forms of democratic government, such as those of a 
village, town, county, state and federal government, 
and we now use the term ''Republic," as that covers 
all the various forms. 

All of the several text-books that have been written 
to aid in the use of the laboratory or School Republic 
method of teaching citizenship are out of print, 
and this book is written to meet the immediate 
and growing demand for such a text-book. I have 
aimed to give in it such information as is needed 
by the oldest students to whom the privilege to use 
the method may come. At the same time I have 
endeavored to make it so simple that it may be used 
as a text-book in all grammar grades, and I trust 
that primary and kindergarten teachers will find 
in it the aid they need in steering the ships of state 
of their little republics. 

While this book is the result of all the School 
Republic experience since I organized the first School 
City in 1897, much of the manuscript was prepared 
while, as United States Supervisor at Large of 
Indian Schools, I was on the Indian reservations 
from Michigan to the State of Washington and from 
California to North Carolina, for the purpose of 
giving to our young native Americans the School 
Republic method. To my joy, I found the Indian 
girls and boys, about the same as Anglo-Saxon girls 



6 Preface 

and boys would be, were they born and bred in 
similar environments. As a rule I found them lovable 
and loving children, responsive to every kind and 
good thought. 

It seemed to me a convenient way, in furnishing 
suggestions for organizing and conducting School 
Republics, to do so in the form of a narrative, and that 
it would be interesting to white boys and girls of 
our country, if Indian girls and boys should be the 
young citizens to furnish the examples. Large 
numbers of Indians have adopted white men's names, 
and it is probable that the Indian names will soon 
disappear, and our present friend "Jim Shoots-a- 
wolf-running-up-the-canyon," will be *'Mr. James 
Canyon." I have used their names as I have found 
them, and to a large extent I have used real incidents 
and the real thoughts, actions and words of these 
dear children, our little sisters and brothers. 

The manuscript for this book was written origi- 
nally under orders of the United States Commissioner 
of Indian Affairs, but up to the present time it has 
not seemed practicable for the government to print 
and issue it, but I have been authorized to have it 
printed and published privately for general use. 

The School Republic method has been used for 
some years past by a number of teachers in Alaska, 
and with such happy results that the United States 
Commissioner of Education has adopted the method 
for all the Government schools of Alaska, and made 
it a definite part of the curriculum. As these are all 
the schools under his direct authority and as he is 
the highest official educational authority in our 
country, his action is of considerable importance, 
and for that reason his order to the teachers in Alaska 
is reproduced here as follows : 



Preface 7 

DEPARTMENT OF THE INTERIOR 

BUREAU OF EDUCATION 

WASHINGTON 

ALASKA DIVISION. DECEMBER 9, 1 91 2 

THE SCHOOL CITY. 

To the Teachers in the Alaska School Service : — 

The object of the Alaska School Service is the advancement 
in civilization of the native races, with a view to their ultimate 
absorption into the body politic as good citizens. The full 
attainment of this object is doubtless remote, but we welcome 
every effective agency toward the accomplishment of this end. 

The School City, a school democracy founded on kindness and 
justice, has proved itself a vital influence in preparing for in- 
telligent citizenship the white children in the public schools in 
the United States, the children in the Indian Schools, and in the 
schools of Cuba. 

The introduction of the School City into our schools in Alaska 
will be an important influence in securing the sympathetic 
co-operation of the pupils; by inculcating the duties, privileges, 
and responsibilities of citizenship, it will more rapidly prepare 
the natives of Alaska for citizenship. 

I transmit herewith two pamphlets by Mr. Wilson L. Gill, 
LL.B., the father of the School City Movement: 
The School Republic in Indian Schools. 
Bad Civic Conditions and a Remedy. 

You are directed to read these pamphlets carefully, 
thoroughly to master the principles therein set forth, to 
familiarize yourselves with the methods of procedure 
recommended and, using your best judgment, put them 
into effect in your school and in the native village in which 
your school is situated. 

Information regarding your action in this matter should be 
included in your annual report. 

Assuring you of my personal interest in your work, I am, 
Very Respectfully, 

P. P. CLAXTON, 
Inclosures. Commissioner. 



I have prepared another book to be used in con- 
nection with this one, to give additional instruction 
in the principles of democracy in common law, 



8 Preface 

parliamentary practice, hygiene, the enforcement of 
law and some other matters related to government 
and citizenship, which I trust will be found helpful 
to all who use the School Republic method. 

The growth of civilization by the ordinary means 
of evolution is very slow. The introduction of any 
improvement in methods has been a matter of cen- 
turies. The appeal has been to adults, whose habits 
of thought and action had been established in child- 
hood, before the appeal came to them. It is difficult 
for any person and impracticable for most to change 
any habit. 

It is a comparatively easy matter to guide a little 
child in the making of good habits for his whole life. 
It is but recently that there has been any means of 
reaching children in general for this purpose. The 
public schools, rapidly extending to every country, 
are the means for this purpose. 

Competition, in other words, legalized and unlegal- 
ized war has been the life of trade and politics, pri- 
vate and national. The general observing of the 
Golden Rule will supplant competition by co-opera- 
tion. This means personal, civic and commercial 
cleanliness, health, strength, efficiency, justice, kind- 
ness, prosperity and peace throughout the world. 

The object of this book is to aid in the utilization 
of the public schools in every country to give every 
child the spirit and practice of the Golden Rule. 
That this is not merely a dream, is attested by the 
fact that our own government, and some others, have 
offically sanctioned the School Republic method. I 
appeal to all men, women and children to do what 
they can to forward this movement. 

WILSON L. GILL. 

Philadelphia, August 1, 1913. 



CONTENTS 



CHAPTER I. 
A Talk with Teachers and Older Girls and Boys 11 

CHAPTER II. 
Organizing a School Republic 19 

CHAPTER III. 
Organizing the Federal Government 30 

CHAPTER IV. 
First Session of the Congress 38 

CHAPTER V. 
The Plan in Day Schools 43 

CHAPTER VI. 
Organizing a School State 44 

CHAPTER VII. 

Organizing a School City 48 

CHAPTER VIII. 
An Evening Meeting 53 

CHAPTER IX. 

Proceedings of the Third Session of the Congress 64 

CHAPTER X. 
The Court 73 

CHAPTER XI. 

Messages and Reports 81 

CHAPTER XII. 
Records 92 



CHAPTER I. 

A TALK WITH TEACHERS AND THE OLDER 
BOYS AND GIRLS. 

THE United States Government maintains many 
schools for the purpose of training Indian 
children in the art of right living, including 
faithful citizenship. 

The methods used in the ordinary public and board- 
ing schools have been used in the Indian schools, 
and improved by means of dividing the school hours 
between academic and industrial training. In- 
dustrial and social changes have been very - rapid 
since the establishing of the school system of the 
United States, and the schools have not kept pace 
with the times. 

Formerly, moral, civic and industrial training were 
a natural and necessary part of home life. Now, for 
most children this is impossible. Such training can 
and must be given in the schools, and adequate 
provision for this has not yet been made. Large 
numbers of school men and women have recognized 
this and have tried to meet the situation in reference 
to moral and civic training by songs, recitations, 
talks, salute to the Flag and other such academic 
means. All of these are good, but inadequate. 

In the nature of things there can be but one ef- 
ficient way of meeting the new conditions, and that 
is by teaching the practices of right living, rather 
than simply its science and sentiment. In all these 

11 



12 Academic versus Laboratory Method. 

matters we must use a laboratory method, under 
the guidance of thoroughly practical and enthusiastic 
teachers. 

For many years colleges spent much time and energy 
in a fruitless endeavor to teach chemistry by means 
of books, recitations, quizzes, lectures and "experi- 
ments" performed by the professor at the time of 
his lecture. At last there were those who saw that 
such a method was inefficient, and that it compelled 
the students to form a habit of wasting time. Slowly 
and reluctantly our colleges and universities were 
forced to follow the lead of Germany and give the 
young people a chance to really learn chemistry, by 
themselves working out the problems with chemidfcls 
in a laboratory or workshop, led and encouraged 
by a teacher. 

The academic method long since abandoned for 
teaching chemistry, is still in common use in the 
schools, colleges, and universities of the United 
States, for teaching citizenship. This blindness in 
reference to the teaching of right living (which is 
true citizenship) is far worse than in the case of 
chemistry, as comparatively few have to work with 
chemicals, and all have to live. 

How vital this is to our nation becomes apparent 
when we realize that those who have been trained in 
our colleges and universities to think independently 
and to know something of the history of civilization 
and of our own country, as a whole, with few excep- 
tions, never perform the ordinary duties of local 
citizenship, such as attending primaries, voting at 
local elections and serving on juries. These men 
should be the very backbone of our local governments, 
on which depend, far more than upon our state and 
national government, the police, fire and sanitary 



The Great Law of Citizenship. 13 

protection of our property and of our families. By 
reason of this neglect, chargeable, not on these 
educated men, but upon the failure of our educational 
system to perform its duty in this matter, it has been 
possible and inevitable that there should develop a 
local tyranny of bosses, corrupt police, gamblers, 
and saloon men, to say nothing of the dealers in 
debasing drugs, such as opium, cocaine, morphine, 
and in bad pictures and literature. 

There has been adopted for use in Government 
schools the School Republic method of training in citi- 
zenship or right living. This is a laboratory method, 
and so far as we knovv/-, there can be but one laboratory 
method of teaching citizenship. The plans for making 
the application of the method may be varied indefi- 
nitely. Variations, however, ought not to depart 
from the spirit and right practices of true democracy, 
as set forth in the Declaration of Independence and 
Constitution of the United States. This book is 
for use in all schools to aid in the introduction 
and use of this method. 

It is not possible, and it would not be desirable 
if possible, to make plans so complete for using this 
method, that every problem which may arise would 
be worked out ahead. Of course it is easily seen that 
this would be absurd in arithmetic. It would be just 
as absurd to attempt to do this in the field of social 
and civic relations. 

Fortunately, we have discovered that there is an 
infallible rule by which, when properly applied, we 
may solve correctly every social and civic problem. 
The spirit of that Golden Rule is expressed in the 
words, "Do good to others, whatever they do to you." 
The thought and good-will necessary to enable 
teachers and pupils to solve these problems by means 



14 Character Develops under Responsibility. 

of this Rule are necessary also to make a live and 
useful application of the method. 

Practical Application of the School Republic 
Method. 

It is intended that all work at an Indian school in 
which the children participate shall be educational 
to as large a degree as can be made practicable. 
A part of the purpose of the School Republic is to 
facilitate this. 

One of its means is that feature of human nature, 
and especially of unwarped child nature, which en- 
joys responsibility, and under it develops enthusiasm 
and both mental and will power. 

This principle is availed of for every child by 
giving to him the right to choose leaders by nominating 
and voting. A still stronger influence for good is^ 
felt by the children when they are elected to office. 

Apparently, in every case where children have to 
work under direction of adults, a great advantage 
in increased interest is gained by allowing the children 
to elect one of their number as leader, foreman or 
teacher, acting, of course, under instructions of the 
adult in charge. 

This idea has been applied through many years 
and with excellent results for gaining and maintaining 
good discipline, good social and civic relations, a 
good esprit de corps and a greater interest in all 
school activities. It is as important that it should 
be applied in the kindergarten and primary school 
as in the high school and college. These facts may 
be illustrated by the following experiences. 

In an Indian school, the first year primary class 
had sixty pupils. Less than half could speak English. 



Method Applied To Teach Teaching. 15 

The teacher arranged them in groups of from five 
to seven pupils. Each group every day elected one 
of its own number to be the teacher. The adult teacher 
went from group to group giving encouragement and 
help. It was both work and play. The children 
seemed never to get tired, and they never wanted to 
stop work. It was, and is today, to that teacher a 
great and exhilarating pleasure, and not exhausting. 

In a high school in eastern Massachusetts, the 
pupils elect teachers from their own numbers, to 
serve for a month. The adult teacher observes care- 
fully and is always ready to give encouragement, 
advice and instruction. 

As a result, the pupils have become accustomed to 
volunteer to address an assembly. They have learned 
much of parliamentary practice. They have become 
business-like in their school work. The whole body 
insists that every individual shall respect the rights 
of all, and not in any way be a drag on the class. 
Cheating in recitations became impossible and its 
object disappeared. The teacher can leave the class 
room for a day or several days at a time, and know 
that the business of the school will go on without 
hitch or interruption. 

In Indian schools the details of boys and girls to 
laundries, kitchens, bakeshops, and other industrial 
work, have elected their foreman, generally once a 
week, and with excellent results. The added elements 
of play, serious business and personal responsibility 
drive out those of drudgery and the feeling of slavish 
compulsion. 

Every teacher, academic and industrial, can use 
this plan to advantage, but he must use some in- 
telligence, some patience, much persistence and a 
good deal of enthusiasm. Then, a good response is 



16 The Teacher's Sympathy Necessary. 

inevitable on the part of children who are normal, 
be they red or white, yellow, brown or black. 

Elements of Our Problem. 

Let us keep in mind the fact that work is a necessary 
element of success in life. However, it is not simply 
work, but work so well directed that it will produce 
the best practical results with the least expenditure 
of energy. 

If the best physical, moral and civic development 
is to be obtained for any child or body of children, 
it must be through wise provisions for the develop- 
ment of all its faculties and cultivation of the heart, 
head and hand, and all of the 24 hours must be 
completely provided for. Every day must have its 
proper amount of rest, recreation and physical and 
mental work, so that no unprovided for time shall 
remain for mischief. 

In order to accomplish this purpose, and as an 
illustration of what may be done to give children 
efficient training in this direction, they should, as 
far as practicable, have a place of their own for their 
clothes and other property and be enabled to earn, 
pay for and own the books and other personal property 
which they have to use, and also to earn the money 
with which they may pay, at least in part, for their 
board, washing, clothing and education, toys, tools 
and materials which they use. 

In all matters there should be a watchful eye, 
helping hand, sympathizing heart, helping the child 
to be happy and to develop harmoniously his health 
and strength, his mind, his heart and his will, to take 
the initiative in many things and to co-operate for 
every good purpose; and thereby develop his own 
individuality and a good strong character. 



Children for Order at Home and Peace Abroad. 17 

Will Hasten the Coming of Universal Peace 
and Friendship. 

As this method, based on the practice of the 
Golden Rule, has been taken up in some schools 
in many countries, there is reason to hope that it 
may prove to be a valuable factor in hastening the 
coming of universal peace and good will among men. 

Thoroughly successful citizenship is necessarily 
based on the practice in all the affairs of life, of that 
principle which is expressed in the Golden Rule, a 
good statement of which is ''Do good to others, 
whatever they do to you." 

The highest welfare of every nation is dependent 
on thoroughly successful citizenship. 

When the statesmen of the great nations recognize 
these two facts, they will begin to see that the present 
curriculum of the schools does not include practical 
training in the application of this principle. When 
they see this clearly, they will make definite provi- 
sion, since a way to do it has been discovered, that 
the curriculum of all schools for children shall in- 
clude this training. 

In the spring of 1908, official commissioners of 
education from four countries in Europe, Asia and 
South America met with the writer in the City of 
New York to devise ways to develop child citizenship, 
with a view to advancing the standard and efficiency 
of citizenship at home to the highest plane, and 
through co-operation and correspondence of the 
children, create an international friendship which 
will grow in every family in every land, as a beauti- 
ful plant in good soil, bearing fragrant, lovely flowers 
and refreshing, life-sustaining fruit. 



18 International Personal Friendship. 

It seems self-evident, that with such citizenship 
general, at home and abroad, riots, strikes, anarchy 
and international war will be rendered impossible. 

This international work among the children for 
peace and happiness at home and abroad, will be de- 
veloped as soon as money can be found to maintain 
some workers in this part of the field of child citi- 
zenship. 



CHAPTER 11. 

ORGANIZING AN INDIAN SCHOOL 
REPUBLIC. 

QN Tuesday morning at half past eight, all the 
pupils, teachers and assistants at the Indian 
School at Rocky River were seated in the assembly 
room of the school. The superintendent read the 
ancient proverb, ''He that is slow to anger is better 
than the mighty: and he that ruleth his spirit than 
he that taketh a city." All sang America and the 
superintendent then addressed the assembly as 
follows : 

Address by the Superintendent. 

The purpose of this and of all Indian schools is to 
so train the Indian boys and girls that when they are 
grown they will be healthy, strong, industrious and 
law abiding citizens, maintaining themselves by their 
own industry, in comfortable, happy homes. 

This is stated more fully in the following rules 
for the Indian Service, approved by the Secretary 
of the Interior : 

"It is the purpose of the Federal plan of Indian 
education to prepare Indian youth for the duties, 
privileges, and responsibilities of American citizen- 
ship. This implies training in industrial arts, develop- 
ment of moral and intellectual faculties, establish- 

19 



20 Citizenship an Art, not Academic Theory. 

ment of good habits, formation of character, and 
reasonable knowledge of civic rights and duties. 

"Every Indian school in an Indian community is 
to be a center of positive propaganda in industrial 
development, physical well-being, and moral protec- 
tion." 

In order to carry out more fully and effectually this 
purpose of the general government to prepare Indian 
youth for the active responsibilities of citizenship, 
it has been recognized that more specific and definite 
efforts than have been made heretofore are demanded. 
The present policy of Indian education, as stated in 
the "Rules for Indian Schools," contemplates the 
alliance of Indian Schools with the systems of educa- 
tion in the several states so that Indian pupils may 
be more easily transferred to the public schools and 
raised to a "position of worthy citizenship." 

The goal of all Indian legislation is the final and 
complete absorption of the Indian population into 
the body politic with the rights, privileges, duties 
and responsibilities of American citizens. 

Citizenship an Art. 

It is coming to be understood that citizenship 
is an art, and that no art can be learned except by 
the use of the tools and materials of that art under 
instruction. To this end the Commissioner of Indian 
Affairs has adopted a laboratory or practical working 
method of Civic Training, which for convenience 
is called the School Republic or School City, to be 
used in all Indian Schools, and has sent to us the 
originator of this method to help us to understand 
it and to begin its use. 




c ^ o 



Laboratory Method Adopted by Government. 21 

Some of us have read in the newspapers and 
magazines of the school cities established by our War 
Department in Cuba and of school republics in our 
own and other countries, so that this work and its 
author are not total strangers to us, and we wish 
to assure him that he is very welcome, and that every- 
one of us will be eager to understand and to help 
make a perfect success of our little democracy which 
he has come to establish. 

1 now introduce to you our Supervisor of Civic 
Training. 

The entire audience made it apparent that its 
interest was fully aroused. 

Address by the Supervisor. 

Mr. Superintendent, Teachers, Girls and Boys: 
It is a great privilege and pleasure to bring to you 
such an important message from our Government 
as I have brought to you today, and this is the message : 
^ The United States Government has adopted the 
laboratory method of teaching citizenship, for use 
in this and every other Government Indian School. 
That means that every one of you girls and boys is 
to be a citizen, that you will make many laws for 
yourselves and elect officers to see that these laws 
are obeyed, and other officers to settle difficulties 
when the laws are disobeyed. 

Your teachers will help you to understand how to 
solve the problems of your daily life and of your 
government, as they help you to understand how to 
solve the problems of arithmetic. As soon as they can, 
they make you independent in solving the problems 
of arithmetic, yet they are on hand, and if they see 
you are making an error, they point it out. So it 
will be in your citizenship. 



22 Liberty is not License To Do Wrong. 

Liberty to do Right but not to do Wrong. 

As long as you are right you are independent. As 
soon as you make an error or do wrong, which you 
do not of your own accord correct at once, it will 
be the duty of your teacher either to see that you 
right the wrong, or, as previously, attend to it himself. 
The teacher's authority is not changed. 

It is important that you should clearly understand 
this last point. For this reason I will tell you of a 
parallel in the government of grown people. 

All the people of the State of Ohio, through their 
representatives in the legislature, say to the people 
in Columbus, "You may govern yourselves. You 
may make some laws for yourselves. You may 
elect officers to see that the laws are obeyed, and 
others to settle difficulties. You must obey the laws 
of the State and of the United States. You must 
preserve order in your city and protect the lives 
and rights of the persons who live in it. If you fail 
to attend to these things as you should, we, the people 
of the State, will take the matter into our hands. 
It shall be the duty of our officer, the Governor of 
the State, to order the State militia to come with 
their rifles and Gatling guns and compel you to be 
orderly." 

By this illustration, you can see that among grown 
people in our country, those living in any particular 
neighborhood, are allowed to govern themselves as 
long as they preserve order and conduct their govern- 
ment properly, but as soon as they fail to do this, 
the higher authorities are liable to take matters 
into their own hands. In that respect your govern- 
ment which we will organize today is much like the 
government of men and women. 



The Foundation of Democratic Government. 23 

Fundamental Principle of Citizenship and 
Government. 

One of the most important facts which you should 
know is this, that no citizenship or democratic 
government can be fully successful unless it is founded 
on that principle of kindness and consideration 
which is expressed in the Golden Rule, a good version 
of which is, '*Do good to others, whatever they do 
to you." If you have the spirit to live up to this rule 
of doing good, of course you can not wish to do 
harm to any one. 

If we understand this rule and live up to it faith- 
fully, we will be clean and have everything about us 
clean and healthy, for if we tolerate dirt on us or 
about us, we injure not only ourselves but others, 
for the disease which one person gets from being 
unclean, is very frequently carried from that person 
by flies, mosquitoes and other insects, and even by 
simply floating in the air, to those who are clean. 

Wherever a number of persons have to be together 
for any purpose, there has to be some kind of govern- 
ment and laws so that they shall not interfere with 
one another's rights, and that they may accomplish 
the purpose of being together. 

Monarchy and Democracy. 

There are two principal kinds of government. 
One is natural. The other is the result of civilization. 
Natural government is the ruling of the weak by the 
strong, as in the case of a baby who must be ruled 
by its mother. In the other, those who are physically 
weak have the same rights as the strong. One is 
sometimes called monarchy and the other democracy. 



24 Citizenship versus Subjection to Monarchy. 

The Russian government is monarchy and the 
United States is intended to be democracy, and it 
is so to a large extent, but it is honey-combed by mon- 
archy. Boss rule which is common in our cities is 
monarchy, and school government in general, all 
over the world, is monarchy. 

Citizens and Subjects. 

Persons who live in a monarchy are subjects. 
Those who live in a true democracy are responsible 
citizens. 

Citizenship is an art, and cannot be learned by 
studying reading, writing, arithmetic, grammar, 
geography, history or even civics, any more than any 
other practical art can be learned that way, such 
for instance as blacksmithing or dressmaking. 

Moreover, it is as stupid to think that if we train 
an individual in the schools from the time he is five 
or six years old till he graduates from a high school 
or university, as being the subject of a government 
in which he has no part except to obey, that he will 
then be a good and effective citizen of a democracy, 
as it would be to teach a boy blacksmithing, and 
because of this training expect him to be able to make 
a perfect steel engraving for a bank note, design and 
make a beautiful and satisfactory dress for a lady or 
compose a beautiful symphony and play it exquisitely 
on the piano. Yet this is what our people expect 
from that kind of training which is given in our public 
schools, colleges and universities. 

I know that I am, as is said, "talking over the 
heads" of the younger pupils, but you, the elder 
pupils and the teachers, can understand, and it is 
necessary that you should, to enable you to realize 



Responsible Independence and Voluntary Industry. 25 

the importance of my mission and that you give 
your hearts as well as your minds to this matter. 

Monarchy in School Supplanted by Democracy. 

This school, like most schools in our country and 
throughout the world, is conducted as a monarchy. 
It must be so to some extent, but in so far as it is 
practicable to conduct it as a democracy, it is the 
will of the authorities of the United States that it 
shall be so conducted. 

This is for economic reasons as well as the pleasure, 
comfort and present welfare of all concerned. But 
above all these considerations it is that you, the pupils, 
shall be trained not as conquered subjects, but so 
to live in responsible independence and voluntary 
industry, ever defending that which is clean, right 
and just, that thereby you shall establish, while 
at school, the habits and character of intelligent and 
efficient citizenship for your present and your adult 
life. 

Divisions of Government in an Indian School. 

As I have already said, you have a government in 
your school. It is a monarchical government. Your 
superintendent is the monarch, at the head of a general 
government of the school. He is held responsible 
by the United States Government for good conditions. 
This government has several distinct divisions 
or branches. There is the government in the aca- 
demic school house at the head of which, representing 
the superintendent, is the principal teacher. In 
each room is another separate local government, 
the head of which is the teacher, and each shop to 
which details of your workers are sent, is similar, 
in that respect, to a school room, except that the 



26 Responsibility Good for Youngest Pupils. 

teachers in the shops are generally directly subject 
to the superintendent or to his orders. There are 
still other branches of government in the dormitories. 
The heads of these governments are the disciplin- 
arians and the matrons. 

No Pupil too Young for Citizenship. 

No child in the primary grades or the kinder- 
garten is so small as to avoid realizing that he is 
subject to each one of these branches of government, 
and must be obedient in all. 

Whether this is a simple government or compli- 
cated — too complicated for children under twelve 
or fourteen years of age to comprehend — ^it is useless 
to ask. It is a condition which exists, and it is this 
condition, not a theory, with which we have to deal. 
The youngest and the oldest must and do respond 
to every feature of it. 

This furnishes the material out of which we have 
to construct our laboratory plan for teaching demo- 
cratic citizenship. We must use all or none, for it 
would be impossible to make such immature minds 
understand as truth, the untruth that the democracy 
that is all right in one branch of the government, is 
all wrong in another. 

Quoting Theory to Discredit Fact. 

Moreover, in the face of the fact, which every 
intelligent person has observed, who has had practical 
experience with children under six years of age, 
and of which there have been ample demonstrations 
in the Indian schools, that little children, the same as 
older ones — even men and women — enjoy respon- 
sibility, and under it, properly supervised, develop 
strength of character with great rapidity, it is gross 



School and Adult Government. 27 

Stupidity, to quote the theories of famous writers 
to try to discredit the wisdom of teaching little 
children the principles and practices of doing right 
because it is right. That is the essence and the 
practice of true democracy. 

Parallels in Adult and School Government. 

These several divisions of government in a boarding 
school are not exactly parallel to those of our national 
and state governments, but they are sufficiently 
near for our purpose. Moreover, we have already 
experimented along these lines in enough boarding 
schools to know by experience that we are on the 
right track. 

By your strict attention and eager faces, I can see 
that the teachers and older girls and boys under- 
stand all I have said to you, and that your hearts 
are enlisted in this great message to you. The eyes 
of you little boys and little girls have been riveted 
on me every instant. I know that you understand 
a part of what I have been saying and that you have 
caught the spirit of it, and that very soon you will 
be actively, intelligently, and earnestly engaged 
in the practices of your own democracy. 

Program of Organizing the School Republic. 

I will now tell you how we shall proceed to build 
your democratic government. We shall then at once 
begin to build it. We can not duplicate exactly 
every detail of adult government, but we shall 
follow the spirit, and as nearly as practicable the 
ordinary right practices of adult government. 
General Government. 

You will have a general government to correspond 
with that of the United States Government, and in 
the field of the superintendents' general government. 



28 Program for Organizing. 

1. I will read to you a pledge of loyalty and 
citizenship. I will then ask you to stand, to raise 
your right hands and repeat it after me. You will 
then sit down. 

2. I will read to you a Constitution for your 
General Republic, and ask you to vote to accept it, 
by raising your right hands. 

3. You will make nominations for and elect a 
President, a Vice President and a Clerk of Congress. 

4. These officers will come before the school and 
take the oath of office. 

5. The President will appoint the following: 
a boy Chief Justice for the boys and a girl for the 
girls, and for each court an Attorney General, Clerk 
and Marshal; a Secretary of State; and such other 
officers as your Constitution and your Congress 
may provide for. 

6. As it is possible for all the pupils to meet at 
one time in the assembly room as at present, we will 
consider that all of you together constitute the 
Congress, sitting as a single law-making body. 
The Vice President will preside at the sessions of 
your Congress. I will help him to preside at such 
a session immediately and to submit to you for your 
confirmation or rejection the appointments by the 
President. 

7. The newly appointed and confirmed officers 
will be sworn into office. 

8. You will stand and sing a patriotic song and 
take a few minutes' recess. 

Dormitory Government — States. 

9. We will organize five School States. Each of 
the five dormitory buildings will be a State. That 
will make two States for the girls and three for the 



Dormitories and School Rooms. 29 

boys. Each State will adopt a Constitution and will 
elect a Governor, Lieutenant Governor, Chief Justice 
and Clerk of State Court, Secretary of State, Attorney 
General and Clerk of the Legislature. All the citizens 
of one State will constitute the Legislature and the 
Lieutenant Governor will preside at sessions of the 
Legislature. 

School Building Government — ^A National District. 

10. We will consider the academic school building 
to be a National District, like the District of Colum- 
bia, subject to the general government, in which the 
inhabitants are subject to the laws of the District 
and at the same time are citizens of the various 
States. 

School Room Government — Cities. 

IL The pupils of each school room will constitute 
two school cities, the pupils of the morning session 
one city and those of the afternoon session the other 
city. 

Each school city will elect a Mayor, President of 
the Council, Judge and, except in the lower primary 
grades, three Clerks, one each for the executive, 
legislative and judicial departments. All the pupils 
will be Members of the City Council. The mayor 
will appoint health and police officers, and such 
other officers as may be found desirable. These 
appointments will be subject to confirmation by the 
council. 



CHAPTER III. 

ORGANIZING A GENERAL GOVERNMENT. 

I will now re-state to you the message I bring to 
you to-day from the Commissioner of Indian Affairs, 
whom I represent. 

Grant of Citizenship. 

The United States Government has granted to 
you the privileges and responsibilities of American 
citizenship, now, while day by day you are spinning 
your lives into strong, unbreakable habits, and 
weaving this warp and woof into your permanent 
character. 

You have learned something of the spirit of our 
American institutions, of the history of our country, 
and of present conditions. Though our people are 
prosperous, a deplorable civic condition has been 
pointed out to you that a large part of the intelli- 
gent men who were educated as you are now being 
educated, do not perform the fundamental duties 
of citizenship, such as attending primaries, voting at 
city elections, and serving on juries. Thereby the 
democratic foundations of our great republic have 
been seriously injured and must be repaired. You 
have been shown how you may be saved from such 
a fate by being trained into faithful and effective 
defenders and developers of the democratic rights to 
which you are heirs, though you have not yet come 
into your heritage, and you adopt these words and 
sentiments, which have been submitted to you to 
be your own. In other words you are permitted to 
govern yourselves, to make laws, to elect your own 

30 



Conditions of Grant of Citizenship. 31 

legislative, executive and judicial officers, and to 
be instructed how to do these things, and you will 
be given a constitution and a charter defining these 
rights and duties. 

You will be taught, day by day, the rights and 
duties of citizenship and the spirit of equality, justice, 
and kindness, on which they are based. 

Your teachers, as they train you to be indepen- 
dent in solving mathematical problems, will train 
you to deal in the same way with the civic and social 
problems which arise daily in your midst. 

Though the Government is granting to you 
privileges of citizenship, such as have not been known 
in schools of former times, and has arranged that 
teachers shall aid you to understand how to make 
use of them, still it remains with you to appreciate 
this and to get the good of it by your own action, 
each one doing his best and all together promptly 
stamping out every attempt to trifle. 

These rights are granted to you for these two special 
reasons : 

First, that you may enjoy at the present time the 
pleasures and all the advantages of true democracy, 
and at once begin active service for the welfare of 
yourselves, your school, your community, and your 
country; and second, that you maybe fully prepared, 
and in the habit of performing your civic duties, when 
you arrive at the age of twenty -one years and come 
into your full heritage of adult citizenship. 

These rights and a National and a State Consti- 
tution and a Charter for local government, defining 
your rights and duties, are granted to you on the 
condition that you will agree to do your part as 
citizens, as stated in the following pledge ; 



Recognizing in some measure how great a privilege it is which 
the United States Government has granted to us, that we shall 
be trained as responsible citizens of a democratic republic, rather 
than as irresponsible subjects of a monarchy, we solemnly promise 
that we will be loyal, obedient, and faithful to every branch of 
our government from that of the United States of America 
and our State, to our own local School Republic, and to all 
authority that is lawful; that we will endeavor to make good laws 
and to obey them; that we will use our best judgment in choosing 
officers; and perform the duties to the best of our ability when 
chosen to any office; that we will encourage and help our officers 
without reference to the way our individual votes may have been 
cast; that if summoned to appear in court we will comply, and give 
every reasonable assistance to enable the judge to discover the 
truth and to arrive at a just decision, whatever our relation may 
be to the case; that we will abide by the judgment of our court, 
when approved by the teacher or other authorized adult officer 
of our school; and that we will, to the best of our ability, perform 
faithfully all the duties of citizenship. 

Girls and boys, please stand, raise your right hands 
high as you can and repeat after me this pledge 
as I shall read it to you, a clause at a time. 

[Every pupil stood. Every right hand was raised 
high, and the pupils repeated the pledge in a clear 
and decisive voice and then sat down.] 

Constitution of the Republic. 

I will now read to you a constitution for your re- 
public. Please give the best attention you can, 

32 



School Constitution Is Elastic. 33 

for after I shall have read it to you, you will have the 
opportunity to vote on its ratification, and it is 
desirable that you shall vote for it, knowing just what 
it contains. 

This constitution is designed to be very elastic, 
so that the details may be quite simple and com- 
paratively few, or they may be increased in number 
and complexity to be more like the adult government. 
For instance, you can have your congress consist 
of only one body or it may have a senate and house 
of representatives. 

One house has been found far better than two 
for educational purposes, at least to begin with. 
It involves all the vital principles and practices and 
avoids some of the confusing forms that cause in 
our adult government delay and great expense, and 
in school government a stumbling block in the way 
of success. However, if there is a superintendent 
who is prepared to overcome this difficulty, the 
constitution will permit him to do so. Then there 
may be a few or many departments of government, 
each providing for some constructive work. 

In some successful school republics, a constitution 
of only six hundred words has seemed long enough, 
but after years of experience in this work and much 
consideration, it seems desirable to incorporate more 
ideas, suggestions and details than can be given in 
so short a constitution. For this reason I am going 
to give you two constitutions. The first is very brief, 
and as it is but two pages, you can see it at a glance. 
The longer one you can look to, when you wish, for 
details. I will read the shorter one and you can vote 
on accepting it. The longer one I will leave for 
reference and trust you will find it useful. 



Ql0itBlttuttntt nf a Btiinttl 3F^&eral JR^iiubltr. 



Preamble. 

We, the pupils of an Indian school, grateful to Almighty God 
that there has been granted to us by the United States Govern- 
ment the right to enjoy the privileges and to perform the duties 
of citizenship, gladly accept and confirm this Constitution, 
to the end that we shall be trained individually in leadership 
and in teaching, and to take the initiative in private and public 
affairs; to think and act independently and vigorously and in 
co-operation among ourselves and with our teachers and public 
authorities for cleanliness, for health, for good manners, for 
prosperity, for the convenience and beauty of our environment 
and for every good purpose; to establish the habit of practicing 
the Golden Rule in all the affairs of life; and that we may be 
trained in economy and efficiency in the use of time, energy, 
books, tools and materials. 

Article I. 

Section 1 . All legislative powers herein granted shall be vested 
in a Congress of the Republic which shall consist of all the 
citizens or of representatives elected by the citizens. 

Sec. 2. The Congress, if composed of elected representatives, 
shall consist of two representatives from each state, elected at 
large by the citizens of the state and may be known as senators; 
and fifteen representatives, or more if desirable, at least one 
from each state, the remaining number to be apportioned to the 
states in proportion to their number of citizens. The Congress 
may sit as a single house or as two houses; if as two houses, 
appointments by the president shall be confirmed by the Senate. 
There shall be a regular session of the Congress at least once each 
month. 

Sec. 3. The Vice-President of the Republic shall be the 
President of the Congress. 

Sec. 4. The Congress may provide such officers as it may 
find desirable for the transaction of its business. 

Sec. 5. The Congress shall have power to enact laws affecting 
the welfare of the Republic. 

Sec. 6. Every legislative act must be by a resolution or bill. 
Every bill shall begin with the following clause : "Be it enacted 
by the School Republic in Congress assembled. That" 

34 



The School Republic Constitution. 35 

Sec. 7. All legislative acts shall become effective when ap- 
proved by the President of the Republic and the Superintendent 
of the school. 

Sec. 8. The territory of the Republic extends over the lands 
of the school and the district or reservation in which it is located. 

Article II. 

Section 1 . The executive power shall be vested in a President 
of the Republic, to be elected by a majority of the whole body 
of citizens. He shall hold office during a term of ten weeks or 
until his successor is elected and shall not serve more than two 
terms in succession. 

Sec. 2. The President shall appoint a Secretary of State whose 
appointment shall be subject to confirmation by a majority of 
the Congress, whose duty will be to preserve the records of the 
Republic, and perform such other duties as may be prescribed 
by the Congress. 

Article III. 

Section 1. The judicial power of the Republic shall be vested 
in a Supreme Court, the judges of which shall be appointed 
by the President of the Republic and confirmed by a majority 
of the Congress. 

Sec. 2. The Court shall have two branches, one for the boys 
and one for the girls. 

Sec. 3. The Judges of the Court may appoint such clerks and 
other officers as may be desirable tor the transaction of its 
business. 

Sec. 4. The judicial power shall extend to all cases in law 
and equity, arising under this Constitution and the laws of the 
Republic, and cases arising between states, and between citizens 
of different states, or in which a state and citizens of another 
state become a party, and to all cases not provided for in the 
state and municipal courts. 

Sec 5. Decisions of the Supreme Court shall not become 
effective till signed by the Superintendent of the School. 

Article IV. 

Section 1. Where in this Constitution it is provided that a 
choice may be made between two or more methods, this choice 
shall be made by the Superintendent of the School. 



36 Provisional Government. 

Sec. 2. Amendments to this Constitution may be made 
whenever two-thirds of the citizens of all the states or two- 
thirds of the states comprising the Republic deem it necessary, 
providing such amendment is approved by the Superintendent 
of the School and the Supervisor of Civic Training. 

Sec. 3. This Constitution shall take effect immediately. 

Date 

President. 

Superintendent. 

Supervisor of Civic Training 

This constitution has been prepared with great 
pains and is presented to you, under authority of 
the United States Government, to be your guide in 
conducting your government. All in favor of accept- 
ing and ratifying this constitution will show it by 
standing. [Every pupil stood.] All opposed to 
accepting and ratifying this constitution, please 
stand. [No one stood.] 

Election of Officers. 

Since you have accepted and ratified this consti- 
tution, your next business is to elect the officers 
provided for in it. 

I have found by large experience that in organizing 
a government as we are doing to-day, it is best to 
consider it a sort of provisional government, and to 
proceed to get the desired results in the shortest way 
possible, disregarding the ordinary parliamentary pro- 
cedure. 

This I think is a sufficient reason to give at present 
for this mode of proceeding. A few weeks from now 
we shall have a new election, following more closely 
the custom of adult government, using the ballot 
and other formalities. 



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Not Friendship but Fitness for Office. 37 

I have found in schools in general, the pupils 
know to whom they are willing to intrust their affairs, 
and that almost invariably they agree, unanimously 
or nearly so, that a certain boy or girl is the right 
one for a given place. 

You must not choose any boy or girl because of 
some particular fancy, friendliness or relationship, 
but only because you believe he or she is fitted to do 
the work of the office, or is so trustworthy that you 
know the work will be well done. You must not 
oppose any one because that one is not a member 
of your tribe, or for any reason except that you 
believe that one is not good for the place. 

All of you who know a good one for President, 
raise your right hands. [Many hands were raised.] 
Whom do you nominate? [Pointing to one of the 
larger girls, who arose and said, *'I nominate Mr. 
Augustus Welch for President of our Republic."] 

Augustus Welch is nominated for President. All 
in favor of Augustus Welch raise your right hands. 
[All raised their right hands except Augustus Welch 
himself.] Augustus Welch is elected first President 
of this Republic. [Most enthusiastic hand clapping.] 

All who are ready to nominate a Vice President 
raise your right hands. [Many hands were raised.] 
Whom do you nominate? [Pointing to one of the 
boys, who arose and said, *'I nominate Sylvester 
Long for Vice President," and sat down.] All in 
favor of Sylvester Long for Vice President, raise 
your right hands. [All, except himself, voted for 
him.] Sylvester Long has been elected unanimously 
to be your Vice President. [Another outbreak of 
enthusiastic hand clapping.] 

Other officers were elected in the same way, and 
all came forward and took the oath of office, 



CHAPTER IV. 

FIRST SESSION OF THE CONGRESS. 

As it is possible for every citizen of the Republic 
to attend such a meeting as this and take an active 
part in it, your Constitution provides that your Con- 
gress may consist of the entire body of citizens, 
and now I ask you as the Congress to nominate a 
Clerk of the Congress. [One of the boys arose and 
being recognized said, "Mr. Chairman, I nominate 
Miss Iva Miller for Clerk of the Congress."] Miss 
Iva Miller is nominated. All in favor of this nomina- 
tion raise your right hands. [A large majority raised 
their hands.] Miss Iva Miller is elected Clerk of 
the Congress. 

The three newly elected officers of this Republic 
will please come forward and take the oath of office. 
[They came forward and stood in front of the 
organizer.] 

All elected and appointed officers in the United 
States Government before entering upon the duties 
of their office are required to take an oath of loyalty. 

Please raise your right hands and repeat after me 
this oath : 

"I do solemnly swear to support the Constitution 
of the United States and defend it against all enemies, 
both domestic and foreign, and to perform the duties 
of my office in the School Republic, to the best of 
my knowledge and ability." 

[The new citizens clapped their hands, and the 
three officers were given seats at a table, provided 
with writing materials.] 

38 



A New and Great Hope. 39 

As far as practicable, the Vice President will 
preside, the Clerk will write minutes of this and 
future sessions and the President will make appoint- 
ments to the several offices provided for in the 
Constitution. These are Secretary of State; Treas- 
urer; for the girls' branch of the court, a Chief Justice, 
Attorney General, Clerk, and Marshal; similar officers 
for the boys' branch, and later some other officers. 

I have asked your President if he will speak to you, 
and as he will do so, I take pleasure in introducing 
to you Mr. Augustus Welch, the first President of 
your new Republic. 

Address by the President.* 

Fellow Students and Citizens: I highly appreciate 
the honor you have conferred on me, and am grate- 
ful for this expression of your confidence, and shall 
do my best to be worthy of it. 

I realize that most students have been benefitted 
in many ways by the instruction we have received 
at this school. I know that many changes for the 
better have been wrought in our mode of thought and 
action. And while we all appreciate this, I wish to 
say that I appreciate still more deeply this new effort 
which the Government is making to broaden and 
intensify our education. 

I am not taken entirely unaware in this matter, 
because I have read some and thought much in this 
direction, and since Mr. Gill arrived at the school, 
I chanced to be present during a long conversation 
between him and our principal teacher, in which 
I was privileged to have a part; and I feel inspired 
to a new and great hope by the inaugurating of this 
method of teaching young people to be efficient 

*Thla speech was written by a young Indian. 



40 Must Not Dodge Our Own Part. 

citizens, and I am convinced that through this method 
it will be possible for us to more thoroughly under- 
stand the true value and become accustomed to the 
right practices of citizenship and our responsibility 
in this matter. 

It is a matter of much moment to all of us that we 
learn to read, write and to figure, and that we learn 
a trade, but it is of much more vital concern that we 
learn to live the clean, manly and womanly life of 
true citizenship. 

We must know how to act as citizens. We must 
know how to help to conduct the affairs of the com- 
munity in which we live, and we must know how to 
protect our rights and those of our fellow citizens. 

I believe that it will be through the part that we 
will take in the democratic control of ourselves in 
this school, and by that means alone, that we shall 
be fitted to direct intelligently our future efforts 
toward right living and faithful service to our country, 
and I further believe that the majority of you will 
come, or have already come to this same conclusion. 

While we shall be utterly helpless without the 
earnest and persistent teaching, encouragement and 
support of the teachers and other authorities of the 
school, we must understand that we ourselves must 
take up the larger share of the work that is to be 
done, and that in order to get real experience, we 
must not dodge our own part. No one but ourselves 
can make citizens of us and we cannot do it except 
by a determined and continuous effort. 

You have entrusted me with the responsibility of 
leading you in these matters, which are vital to the 
best interest of every individual, and while, with 
all my heart I pledge to you the best thought and 
efforts of which I am capable, I beg you to aid me 



Ofificers Appointed and Confirmed. 41 

in every way possible and to do your full part as 
vigilant and earnest citizens. 

This speech was received with great applause. 

The Vice President and the Clerk of Congress 
each in a few words thanked the citizens for the 
compliment paid them and declared their determina- 
tion to show by their deeds that they were worthy of 
the confidence placed in them. 

To give the President a few minutes in which to 
make the several appointments, the pupils sang 
"Hail Columbia." 

At the end of the song, the Vice President said, 
**The Congress will please come to order. The 
President has appointed Miss Agnes Waite as Secre- 
tary of State." 

One of the boys in the audience arose and said, 
"Mr. President." The presiding officer recognized 
him saying, "Mr. Manawa." Mr. Manawa said, 
"I move the confirmation of this appointment." 
A girl arose and said, "I second the motion." The 
presiding officer said, "You have heard the motion, 
which has been seconded, to confirm the appoint- 
ment of Miss Agnes Waite to be Secretary of State. 
Have you anything to say? [No response.] Are 
you ready for the question? All who are in favor of 
this motion please raise your right hands. Now 
please put your hands down. Those opposed to the 
motion please raise your right hands." [None opposed. ] 
"This motion is carried unanimously and Miss 
Agnes Waite's appointment as Secretary of State is 
confirmed." 

In the same way the other officers were appointed 
and confirmed, and all came before the assembly 
and took the oath of office. 



42 Meeting Adjourns. 

The organizer remarked to the Congress that 
enough had been accomplished for this session and 
that he suggested adjourning to meet this evening 
but that all remain for the state organizing. 

Immediately one of the boys, Henry Lonewolf, 
arose and moved an adjournment to reassemble at 
7 p. m. Alexander Respects-nothing seconded the 
motion, which was carried. The Vice President said, 
"The first session of this Congress stands adjourned 
till seven o'clock this evening." 



CHAPTER V. 

THE PLAN IN DAY SCHOOLS. 

In day schools, whether in the country or city, each 
school room should be considered as the unit of organ- 
ization. 

It should have the three elements of government 
complete, namely, the legislative, executive and the 
judicial. It may be called a village, town, county 
or city. Its forms may follow that of the government 
of the locality in which it is located or any other 
form which complies with the principles and practices 
of American citizenship and government. 

The most simple and convenient form of which 
we know, is that in which the pupils elect a chief 
executive officer who may be called "mayor," a presi- 
dent of the city council, and a judge. All of the chil- 
dren in the room are members of the city council. 
Other officers may be elected by the pupils, or ap- 
pointed by the mayor. 

The government of several school rooms may be 
organized as a state. The form of government may 
be similar to that of the school room, but the chief 
executive officer would be called Governor. In 
schools of several hundred children, it is well to have 
separate states for primary and grammar grade pupils. 

Several states in one or more school buildings may 
constitute a federal government, with a president, 
congress, etc. 

43 



CHAPTER VI. 

ORGANIZING THE SCHOOL STATES. 

The organizer said to the assembly: We will now 
organize one of your five states, and having seen how 
simply this is done, you can organize your other 
four states in your respective dormitory buildings 
with such assistance from your disciplinarians and 
matrons as may be necessary. 

I will read to you the authorized state constitution 
and submit it to all of you for your vote of acceptance. 
Though the acceptance is entirely voluntary on your 
part, I know by experience how you will vote. Under 
such circumstances, young people without stopping 
to argue the case, know that such a document has 
been written with much thought and care by those 
who are devoted friends, and who were prepared 
for the task by the right kind of experience. Never- 
theless, the formality of submitting it to you and of 
your glad acceptance and ratification seems to be an 
important element in the developing of your democracy. 

As your longer national constitution contains with 
considerable detail, a statement of the objects of 
school democracy and of the rights and duties of 
citizenship, it is not desirable to repeat them in 
your State constitutions and city charters. For this 
reason it is practicable to make them comparatively 
brief, but as in the case of the general constitution, 
you shall have a brief and a longer State Constitution. 

I will read the short form Constitution and you 
can vote to ratify it. The longer form you will have 
for reference. You will be at liberty to adopt features 
from it or all of it whenever it may seem desirable. 

44 



Qlflttjattluttnti of tly^ g>rI?noI BUU. 

Preamble. 

Grateful to Almighty God and to the Government of the 
United States of America for the privilege of being taught the 
principles and trained in the right practices of independent 
citizenship, economy, efficiency, justice, kindness, independence 
of character and of co-operation for every good purpose, public 
and private, we, the pupils of an Indian School, do hereby 
accept and confirm the following constitution : 

Chapter I. Name, Territory, Citizenship, Elements of 
Government. 

Section 1. The name of this state may be determined by a 
majority vote of the pupils at the time of their accepting and 
ratifying this constitution. 

Sec. 2. The State may consist of all the pupils of one dor:? 
mitory or it may consist of several school rooms, each being or- 
ganized as a village, town, county or city. Each city may elect a 
mayor, president of the council and judge. All the pupils of 
the room will be the council or legislative body. Clerks and other 
officers may be elected. The city may have a commission form 
of government. 

Sec. 3. The territory of the school state is a dormitory and 
adjacent territory, or the school district or reservation in which 
it is located. 

Sec. 4. Every pupil is a citizen of the school State and may 
be elected to office. 

Sec. 5. The government shall have a legislative, an executive, 
and a judicial department and the citizens shall elect a separate 
head for each. The title of the head of the executive department 
is Governor, of the legislative department is President of the 
Legislature, of the judicial department is Chief Justice. There 
may be one clerk for the three departments, or three clerks, one 
for each department. The legislative department may establish 
other offices when needs arise. 

Sec. 6. The term of office shall be ten weeks or less. 
Sec. 7. An officer shall not be re-elected to serve more than 
two full terms in succession. 

45 



46 State Constitution 

Chapter II. Legislative Department. 

Section 1. The legislative department shall include every 
citizen. It may or it may not, as shall be decided by the superin- 
tendent or principal of the school, delegate its power in part to 
a body chosen by the citizens and to be called the State Legis- 
lature of six or more members. In a school of both boys and girls, 
in which a legislature of delegates has been established, two or 
more citizens should be elected in each room as members of the 
legislature, one half of the members being boys and the other 
half girls. 

Sec. 2. All laws, before they take effect, must receive the 
signature of the superintendent of the school and the governor, 
or in lieu of the governor's signature, a two-thirds majority of 
the legislature. 

Sec. 3. Every legislative act must be by a resolution or bill. 
Every bill shall begin with the following clause: "Be it enacted 
by the Legislature of the School State that " 

Chapter III. Executive Department. 

Section 1. The governor shall be the chief executive. It 
shall be his duty to see that the laws of the State are obeyed; to 
recommend to the legislature all such measures as he deems 
expedient; to appoint commissioners and heads of departments 
and remove them if there shall be cause for doing so; to submit 
his appointments to the legislature for confirmation and if the 
legislature fails to confirm an appointment, to make such new 
appointment as the legislature will confirm. 

Sec. 2. The President of the legislature shall preside at all 
meetings of the legislature and in the absence or disability of 
the governor shall perform the duties of the chief executive. 

Sec. 3. The Secretary of State shall keep the records of the 
State and unless there should be elected separate clerks of the 
legislature and court, he shall perform the duties of those offices. 

Chapter IV. Judicial Department. 

Section 1. The Chief Justice shall hold court whenever an 
occasion demands. There should be a session of the court at 
a regular time each week. If there is no business to transact, 
the justice should announce this and declare the court adjourned 
to the next regular date. 

Sec. 2 . It shall be the duty of the justice to encourage brevity, 
directness, promptness of decisions and action, pleading guilty 



State Constitution 47 

when guilty, a full disclosure of the truth without a demand for 
witnesses; and to discourage quibbling and all endeavor to cover 
the truth or escape justice. 

Sec. 3. A teacher should be present at every session of the 
court to suggest methods of solving the judge's problems, as if 
they were problems in arithmetic, to point out errors before a 
decision is reached and to give attention to the judgment. 

Sec. 4. Such penalties as tend to humiliate or make the of- 
fender appear ridiculous, should be avoided. The justice and all 
citizens should keep in mind the fact that the object of the court 
is not to punish but to prevent wrong doing in the future. 

Sec. 5. No sentence shall be carried into execution before it 
has been sanctioned by the teacher, principal or superintendent. 

Chapter V. Miscellaneous. 

Section 1. The part of the superintendent, principal and 
teachers is to recognize; first, that the school democracy is not 
a machine, but a method by which they may lead and train the 
pupils in independence of character and co-operation for every 
good purpose; second, that by the introduction of citizenship 
in the school, their authority is not affected in the slightest; 
third, that boys and girls in general are so earnest in their desire 
for good thought and action constructive work and right con- 
ditions, that the success or failure of the democracy, exactly 
the same as of all other school work is dependent wholly upon 
the maintained interest, respect, tact and enthusiasm of the 
superintendent, teachers and other school authorities. 

Sec. 2. A majority of the citizens of the school state, with the 
consent of the principal of the school, may adopt as amendments 
to this constitution any features which are contained in any more 
elaborate constitution which is sanctioned by the same authority 
that grants the right to adopt this constitution. Any other 
amendment o this constitution, before it takes effect should 
be sanctioned by the Supervisor of Civic Training. 

Sec. 3. This constitution shall take effect immediately. 

Date _._ _.__ Governor. 

Sec. of Legislature. 

Disciplinarian or Matron. 

Superintendent. 

Further organizing was as described on page 36. 



CHAPTER VII. 

ORGANIZING SCHOOL CITIES. 

While the school was still assembled, the pupils 
were told that the proceedings in each school room to 
organize a school city, should be about the same as 
that followed to organize the school national or 
state government, and that one school city would be 
organized at once to illustrate this. As the charter 
is the same for each school city, it was read to and 
adopted by the entire student body, as had been done 
in the case of the national and state constitutions 
The Charter is as follows : 

Article I. Object, Name, Territory, Citizens, Powers. 

Section 1. The object of this School City is to train the 
citizens in the practice of the Golden Rule, independence of 
character, teaching and co-operation for every good purpose, in 
school, at home and everywhere. 

Sec. 2. The Name of this School City shall be determined 
by a majority of the citizens at the time this charter is adopted. 

Sec. 3. The territory of this School City is the school and so 
much of the district in which the pupils live as is not otherwise 
provided for. 

Sec. 4. Citizens. Every child who is or shall be a pupil 
in this school room division shall be a citizen of this School City. 

Sec. 5. Powers. The city shall have the right to make, to 
enforce and to adjudicate laws. 

Article II. Rights and Duties. 
Section 1. Rights. Citizens shall have the right to nominate 
and elect officers, to work and play without unlawful interruption. 
Sec. 2. Duties. It is the duty of the city to protect the rights 
of all citizens and promote the general welfare; and of citizens 
to practice the Golden Rule and be obedient to every lawful 
authority. 

48 



CHARTER OF THE SCHOOL CITY 

Preamble 

This Charter is granted and accepted with the under- 
[standing that the SPIRIT of the Constitution of the United 
States is expressed by the Golden Rule; That all laws and 
processes of government must be in accord with this spirit; 
That voting judicially in every election by all who have the 
right to vote, is necessary for the full developing of civili- 
zation according to the plan of the Constitution; That life 
habits are begun and developed in childhood; That respon- 
sibility accepted, and discharged under competent instruc- 
tion, is the most forceful educational means that exists; 
That to provide that all who will have the right to vote 
shall do so habitually, loyally and judicially, it is desirable 
if not necessary that the habit shall be started in early child- 
hood and developed and confirmed throughout the school 
land college career; That teaching is a chief function of 
[most of the transactions of Human life, and should be taught 
practically from the beginning to the end of every person's 
(educational course. 

ARTICLE I 

Object, Name, Territory, Citizens, Powers 

Section 1. The object of this School City is to train the 
[citizens in the practice of the Golden Rule, independence of 
character, teaching, co-operation for every good purpose, 
and all duties of citizenship, in school, at home, and every- 
1 where. 

Sec. 2. The Name of the School City shall be determined 
I by a majority of the citizens at the time this charter is 
|adopted or as soon after as convenient. 

Sec. 3, The territory of this School City is the school, 
land so much of the district in which the pupils live as is 
[not otherwise provided for. 

Sec. 4. Ail individuals who are or shall be pupils in this 
[school room division shall be citizens of this School City, 
with equal rights. If two or more divisions occupy the 
I same room, but at different times, each may be a separate 
school city. 

Sec. 5. AH citizens shall make the following pledge of 
I loyalty: 'T solemnly promise that I will support and defend 
[the Constitution of the United States, and that I will per- 
form the duties of my American citizenship to the best of 
my knowledge and ability." 

Sec. 6. Citizens shall have the right to nominate and 
elect officers, to make laws for their own conduct, and to 
work and play without unlawful interruption. 

Sec. 7. Citizens shall have the right, but shall not be re- 
quired, to provide for themselves textbooks relative to the 
school republic, and badges for themselves and their offi- 
cers. 

Sec. 8. It is the duty of the city to protect the rights of 
all citizens and promote the general welfare, and of citizens 
to practice the Golden Rule and to be obedient to every 
lawful authority. 

Sec. 9. The City shall have the right to make, to enforce 
and to adjudicate laws. 



wrong, to give encouragement to all that is good, and to 
maintain equal rights for all and special privileges for none. 

We are responsible citizens, and the flag of our country 
is our symbol of service and co-operation for the good of 
all mankind. W^ want to be true to the citizenship of our 
country and will show our love and loyalty by our in- 
dustry, our efficiency, our friendliness, by looking on the 
bright side of things and not on the dark (except to help 
correct them) and by our good works. 

Our country asks us to live for her and the good of all, 
and so to live and so to act that "her citizenship and her 
government shall be pure, her officers honest and efficient 
and every part of her territory safe and fit for the best 
of men, women and children. 

Our country asks that we co-operate with our brothers 
and sisters in every land to make an end of tyranny and 
crime and advance the cause of good will, good manners 
and best conditions in our homes and neighborhoods and 
throughout the world. 

Pledge cf Loyal Citizenship 

Recognizing in some measure how great a privilege it is 
v/hich has been granted to us, that we shall be trained as 
responsible citizens of a democratic republic under the 
Constitution of the United States, rather than as irrespon- 
sible subjects of a monarchy, we solemnly promise, That 
we will be loyal, obedient and faithful to every branch ©f 
our government from that of the United States of America, 
and our state or other established government, to our own 
local School Republic, and to all authority that is lawful; 
That we will endeavor to make good laws and to obey 
them; That we will use our best judgment in choosing 
officers; That we will perform the duties of office to the 
best of our knowledge and ability when chosen to any 
office ; That we will encourage and help our officers without 
reference to the way our individual votes may have been 
cast; That if summoned to appear in court we will comply 
and give every reasonable assistance to enable the judge 
to discover the truth and to arrive at a just decision, what- 
ever our relation may be to the case; That we will abide 
by the judgment of our court when approved by the teacher 
or other authorized adult officer of our school; and That 
we will, to the best of our ability, perform faithfully all 
the duties of citizenship. 

ARTICLE y 

Section 1. This charter having been granted by compe- 
tent authority, and accepted by a majority of the citizens, 
takes effect immediately. 

Date 

Mayor 

Teacher 

Note especially Article 4 . 

Copyright, 1925, by Wilson L. Gill, Mt. Airy, Philadelphia 

I'rcjpc-vty of 



School City Charter 49 

Article III. 

ICama of l^trBunni (Hanhtxtt. 

Chapter I. The General Law. 

Section 1. Do good to others whatever they do to you. 
This natural law, without which no popular government can 
succeed, is the general law to which all other laws and regulations 
must conform. 

Chapter II. Things Prohibited. 

Section 1. Do no wrong to any one. 
Order 

Sec. 2. Anything which disturbs the order in halls, class- 
rooms, or in any place within the jurisdiction of this government, 
is prohibited. 

Sec. 3. Anything which is profane, rude, immodest, impure, 
impolite or unkind to any living creature is prohibited. 

Cleanliness 

Sec. 4. Anything which detracts from the neat and orderly 
appearance of our community is prohibited. 

Health. 

Sec. 5. Anything which detracts from the healthful conditions 
of our community is prohibited. 

Public and Private Property. 

Sec. 6. Anything which mars or destroys property is pro- 
hibited. 

Chapter III. Duties. 

Section 1 . Every citizen is in duty bound to call the attention 
of the authorities of this government to any violation of the laws. 

Chapter IV. Punishments. 

Section 1. Any citizen violating any law of this government 
shall be subject to punishment not less than a reprimand and 
not greater than a withdrawal of the rights of citizenship. 

Sec. 2. No punishment shall be carried into execution before 
it has been approved by the teacher or principal of the school, 
and then it must be put into effect promptly. 



50 Elect School City Officers 

Article IV. Officers, Nominations, Elections. 

Section 1. There shall be a Mayor to see that the laws are 
obeyed, a Judge to decide what is right and what is wrong, and 
a President of the City Council to preside over the meetings 
of the City Council. All the citizens shall be Members of the 
Council. 

Sec. 2. There may be health, police and any other officers 
that the Council shall authorize to be elected by the citizens 
or to be appointed by the Mayor. 

Article V. The Teacher. 

Section 1. The Teacher is not a citizen or officer, but teacher, 
guide and friend, whose authority is not changed and whose 
sanction is needed to validate every action of the School City. 

Sec. 2. This charter having been granted by the United 
States Government and the teacher and accepted by a majority 
of the citizens takes effect immediately. 

Date ~ Mayor. 

Teacher. 

After the adoption of the Charter by all the pupils, 
the members of the morning division of the 7th grade 
class were asked to stand, so as to show their locality 
in the room, and then sit down. They were asked to 
nominate and elect a Mayor, Judge, President of 
the Council (all the pupils of the division to be members 
of the City Council), a City Attorney, and three 
Clerks, one for each department, namely a City Clerk, 
Clerk of the Council, and Clerk of the Court. 

All of this division who were ready to nominate a 
classmate for Mayor were asked to raise their right 
hands. Most of the members of the division responded. 
A girl was designated. She at once arose and said, 
**Mr. Chairman, I nominate Miss Alice Springer for 
Mayor." A boy arose and said, "Mr. Chairman, I 
second the nomination." 



Co-operation With Teachers 51 

The election was unanimous. The other officers 
were elected in the same way, and all the city officers 
came before the assembly and took the oath of office. 

The Superintendent addressed the assembly and 
said in part : I think all of us have reason to be grate- 
ful to the Commissioner for adopting for our use the 
School Republic method of training in citizenship, 
and for sending its originator to aid us to construct 
our Republic and get it in running order. 

Having read of it in the papers and magazines, 
though I was interested, and it seemed to me to be on 
the right road, it always seemed to be rather compli- 
cated. I thought it would be difficult for school 
boys and girls to grasp. 

I supposed it would interfere with our established 
government, and complicate matters for us with 
something new which we did not know how to handle. 
Now I see that it does not touch either the powers or 
form of the government to which we are accustomed. 
It simply shows you the way and gives you a chance 
to be good and efficient citizens and thus while you 
are profiting by it, you are relieving me and all my 
helpers of much that is difficult and disagreeable in 
our work. 

In other words, I have found in it the way to ask 
you to help me make the school pleasant, comfortable 
and efficient for you, and to make you healthy, 
happy and efficient too; and you have found the way 
to help me to do it. 

Still another way to say it is this: There are 
fifty men and women here working for your welfare. 
Each one has a special work to do for you, and for 
you only. We are simply learning by the new process 
how you may more systematically help them with 
happier spirit and more efficiently than before, 



52 Helps Us to Appreciate our Country 

to help you to be healthy, happy, prosperous and 
faithful citizens. 

This message which our Supervisor has brought us 
today is one of those things which help to make us 
love our country so dearly, and our hearts to thrill 
when we sing of her. 

We will meet here at 7 o'clock this evening. 

Let us close our meeting with that song which we 
have come to love — "My own United States." 

"MY OWN UNITED STATES" 
1 

My native land; my country dear, — 

Where men are equal, free. 
For thee each morn new love is born, 

Sweet land of liberty ; 
With tears my eyes are filling fast. 

Yes, tears that joy awaits, 
With love I cry "For you I'd die ! 

My own United States !" 

Refrain. 
I love ev'ry inch of her prairie land, 
Each stone in her mountains' side, 
I love ev'ry drop of the water clear, 
That flows in her rivers wide; 
I love ev'ry tree, ev'ry blade of grass. 
Within Columbia's gates ! 

The Queen of the earth is the land of my birth. 
My own United States ! 

2 

From golden youth to silver'd age, — 

Though feeble feet may lag, — 
With joy each heart bids age depart, 

When gazing on our flag ! 
The flag that ever leads the van. 

Whose courage naught abates, 
The flag of youth; the flag of truth ! 

My own United States ! 



CHAPTER VIII. 

EVENING MEETING. 

AT 7 o'clock all pupils and employees were present 

in the Assembly Hall, the Superintendent having 

notified the latter this was necessary, since their 

part in the matter is as important as that of the 

pupils. 

The Superintendent called the meeting to order 
and said that Supervisor Gill would speak in reference 
to some special rules, and then the Vice President 
would preside at the first session of the Congress. 

Remarks of the Supervisor. 

Generally, important legislative bodies make for 
themselves special rules for the introduction and 
consideration of bills and for conducting other business. 

We naturally desire to follow the rules of the 
United States Congress, but this is impracticable 
for several reasons : First, they are so complicated that 
learning them would consume time which is needed 
for the vital work of school legislative bodies; second, 
the rules of the Senate are different from those of 
the House of Representatives; third, these rules 
are not permanent — they are changed from year to 
year. 

For these reasons I shall give you some very simple 
rules, which you may change if you wish, and to 
which you may add others should it seem best. I 
expect to leave with you, besides these rules, some 
brief instructions in parlimentary practice and in 
reference to laws in general. 

53 



54 Parliamentary Procedure 

Special Rules of the Congress of the School 
Republic. 

"Unanimous Consent" means that any of the rules 
of the body may be set aside and the business taken 
up for which unanimous consent is asked. For in- 
stance : by unanimous consent any course of procedure 
may be followed, that is, a bill may be introduced, 
considered, amended and put to a vote without 
following the general rules. 

To Introduce a Bill. 

A bill must be introduced under order of business 
"Introduction of Bills." 

A Member who introduces a bill rises and gains 
recognition of the Presiding Officer. 

He then states, "I desire to introduce a bill which 
I send to the Clerk's desk." The page takes the bill 
and delivers it to the Clerk. 

The Presiding Officer then says, "The Clerk will 
read the bill." 

The Clerk reads as follows : 

[Here the Clerk reads the bill.] 

After the reading of the bill the Member, having 
retained the floor, is allowed three minutes in which 
to advocate his bill and may suggest the names of 
those whom he would like to have appointed on the 
Committee to which his bill will be referred. 

The Presiding Officer then refers the bill to a 
Committee whom he appoints. 

Consideration of a Bill. 

The bill is reported back to the Congress by the 
Committee, accompanied by a report, both of which 



Course of a Bill 55 

are handed by the Chairman of the Committee to 
the Clerk. The bill in its original form, and the report 
containing the bill in the form approved by the Com- 
mittee, are read to the Congress by the Clerk. 

If a motion is not at this point made by the Chair- 
man or any other Member of the Committee or any 
other person, to adopt the bill, it will be dropped. 

A Member may gain the floor and say, '*I move 
the adoption of the bill." Another Member, with- 
out waiting for recognition, may arise and say, 
''I second the motion." If no Member seconds the 
motion, it is dropped. That ends the whole matter. 
If the motion is seconded, the whole matter is before 
the Congress for discussion, which will be opened 
by the Chairman of the Committee, who will discuss 
the bill, and if there are amendments, will present 
one amendment at a time, and give each amendment 
a chance to be seconded, discussed and voted upon. 
When he is through it will be in order for any other 
Member to discuss the bill, and if he wishes to do so, 
may offer an amendment. 

When every member has had an opportunity to 
discuss the bill, the Presiding Officer says, **Have 
you anything more to say concerning this bill?" 
If there is no reply, he says to the Clerk, ''Read the 
bill as it stands." 

The bill, either amended or not amended, is then 
read by the Clerk. 

The Presiding Officer then says, *'Are you ready 
for the question?" After a pause, if there is no reply, 
he says, "All in favor of this bill as read by the Clerk 
say 'Aye.' " If a majority votes for it, it is thereby 
adopted and is then called "an act", and it is then 
sent to the President for his approval and signature 
or veto. If he signs it, that completes the business. 



56 Civic Creed 

If he vetoes it, he writes his reason for vetoing it and 
sends it back to the Congress, and if it should then 
receive a two-thirds vote in favor of the bill, it be- 
comes a law without the President's signature. 

If the President neither signs nor vetoes it, at the 
end of three school days it becomes a law without 
the signature. 

The Vice President then took the chair, and fol- 
lowing is the 

Report of the Second Session of 

The Congress of the Rocky River School Republic 

Tuesday, 7 p. m., March 5, 1912. 

The Congress met at 7 p. m. in the Assembly Hall. 
The members stood and repeated the Civic Creed. 

ffitntr (Hvtth. 

God is the father of all nations, and all humanity are His 
children — ^brothers and sisters. 

Ws are responsible citizens and our flag is our symbol of 
service and of co-operation for the good of all mankind. We want 
to be true to our citizenship, and will show our love and loyalty 
by our industry, our efficiency, our friendliness, by looking on 
the bright side of things and not on the dark (except to help 
correct them) and by our good works. 

Our country asks us to live for her and the good of all, and so 
to live and so to act that her govermnent shall be pure, her 
officers honest and efficient, and every part of her territory safe 
and fit for the best of men and women; and that we co-operate 
with our brothers and sisters in every land, for peace, health, 
prosperity, good will, good manners, and best conditions in our 
own homes and neighborhoods and throughout the world. 

The VICE PRESIDENT. The Clerk will read 
the Journal of the first session of the Congress of the 
Rocky River School Republic. 

The Clerk read as follows : 



Message from the President 57 

Journal of Congress of 

The Rocky River School Republic 

Tuesday, 10 a. m., March 5, 1912. 

The Congress met in its first session at 10 a. m. 
in the Assembly Hall. It was called to order by the 
Vice President. 

Miss Iva Miller was nominated and elected Clerk 
of the Congress. 

The President, Vice President and Clerk of the 
Congress took the oath of office. 

The following appointments by the President were 
confirmed and the appointees took the oath of office : 
Miss Agnes Waite, Secretary of State; Henry Gray- 
wolf, Treasurer; of the girls' branch of the Supreme 
Court, Miss Nan Sanook, Chief Justice; Miss Mary 
Strong, Attorney General; Miss Jessie Wright, Clerk; 
Miss Christine Mitchell, Marshal; of the boys' 
branch of the Supreme Court, Charles Judge, Chief 
Justice; John Dick, Attorney General; William Bright, 
Clerk; James Brave, Marshal. 

The President addressed the Congress. 

The Vice President and the Clerk of Congress 
each made a brief address of thanks for the confidence 
in them expressed by the President and the Congress. 

The Congress then adjourned to meet at 7 o'clock 
p. m. the same day. 

THE VICE PRESIDENT. Is there objection to 
the minutes as read? [After a pause.] There being 
no objection, the minutes as read stand approved. 

Message from the President. 

The VICE PRESIDENT. A message has been 
received from the President of the Rocky River 
School Republic. The clerk will read it. 

The clerk reads as follows : 



58 Do Right because It Is Right 

To the First Congress of the Rocky River 
School Republic: 

It is the will of the United States Government that 
every Indian School should be organized as a repub- 
lic, and that all the pupils in the Indian Schools 
should be trained as citizens of the United States 
and of the communities in which they live. 

As I understand, and it seems perfectly clear to me, 
Supervisor Gill is not here to change the machinery 
of the government we have always had. He is just 
showing us how to pour some oil into the cogs and 
journal bearings of our old government. This oil 
or lubricant is nothing more nor less than that we 
shall do right because it is right, and because we want 
to, not because we are watched and compelled by 
our superintendent and his assistants. 

Old fashioned government without this oil is mon- 
archy. New fashioned government with it is democ- 
racy, and the spirit of democracy is that we shall 
do good to others, whatever they do to us. 

The government of this school in the past has been 
a monarchy, with three distinct divisions. We come 
in contact with all three at once, and whether we are 
fifteen or only five years old, must instantly adjust 
our daily life to each one of the three. 

The first division of our government is in the dor- 
mitory, which is in charge of the disciplinarian or 
matron. The second is in the school house under the 
principal and other teachers. The third, directly in 
charge of the superintendent, includes both of these 
and extends everywhere else and includes all that 
they do not. 

If we have the right spirit and the right attitude 
toward one of these branches, we have toward all 
three. 



Appoints Commissioners 59 

Though these three divisions of Indian school 
government are as old as the schools, I understand 
that they have never been fully recognized and named 
till now. The school room government is local or 
city government. The dormitory government is 
state government. The general government is the 
school republic. 

The right spirit leads to right actions, and we must 
all act together, to get best results. We can not do 
this unless we have a plan so that every one can know 
what his part is. This plan was given to us to-day 
and we accepted it eagerly. 

As you have chosen me to be your leader, it is 
necessary for me to find out what we can and ought 
to do to put this plan into successful operation so 
that we can get the greatest good for ourselves, our 
school and our country, and that this should be given 
to you in a message. 

Our constitution provides for the forming of several 
departments of government, such as health, public 
safety, industries, social service, games, athletics, 
care of apparatus. Red Cross, Boy Scouts, Campfire 
Girls, etc., and directs me to appoint commissioners 
as heads of the departments. 

Therefore, I have made the following appointments, 
which I submit to you for your consideration, and I 
hope they will meet with your approval : 
Commissioners of Health or Red Cross, Peter Clay- 
more and Julia Necklace. 
Commissioners of Public Works, Jesse Rouse and 

Edna Dupree. 
Commissioners of Public Safety, Joshua Cook and 

Nancy Flying Hawk. 
Commissioners of Industries, Oliver Russell and 

Rena Dion. 



60 Recommendations Adopted 

Commissioners of Social Service, Isaac Pomina and 

Nora Martinez. 
Commissioners of Fire, Joe Giles and Martha Reed. 
Commissioners of Athletics, Chester Blackbear and 

Dora Huff. 
Commissioners of Public Property, Joe Whitemouse 

and Mary House. 

I hope that many u§eful activities will be found for 
these and other departments. 

I wish to urge each one of you to look for ways in 
which our conditions may be improved, and to bring 
the results of your study and observation to the atten- 
tion of the Congress for consideration and prompt 
action, to the end that our new republic may be 
thoroughly successful and a blessing to all of us. 

Executive Office, AUGUSTUS WELCH. 

March 6, 1912. 

Miss YELLOWBIRD. Mr. President. 

The VICE PRESIDENT. Miss Yellowbird. 

Miss YELLOWBIRD. I move that these recom- 
mendations be adopted and the appointments be 
confirmed. 

Mr. STANDINGBEAR. Mr. President. 

The VICE PRESIDENT. Mr. Standingbear. 

Mr. STANDINGBEAR. I second the motion. 

The VICE PRESIDENT. It has been moved and 
seconded that the President's recommendations be 
adopted and the appointments be confirmed. Are 
there any remarks? [After a pause and no response.] 
All in favor of this motion say "Aye.'* [All vote 
"Aye."] Those opposed say "Nay." [After a pause 
and no response.] The President's recommendations 
have been adopted and the appointments are con- 
firmed. 



A Bill 61 

Introduction of Bills. 

Mr. BRAVE. Mr. President. 

The VICE PRESIDENT. Mr. Brave. 

Mr. BRAVE. I desire to introduce the bill which 
I send to the Clerk's desk. 

The V. PRESIDENT. The clerk will read the bill. 

The clerk reads as follows : 

A bill (No. 1) providing for organizing the citizens 
of this Republic into two bodies for convenience in 
social gatherings. 

Be it enacted by the Rocky River School Republic in Congress 
assembled, That the citizens of this Republic be organized into 
two bodies for social entertainments, namely a senior organiza- 
tion to be composed of students twelve years of age and more, 
and a junior organization to be composed of students less than 
twelve years of age; the senior assemblies to be held in the large 
gymnasium and the junior assemblies in the small gymnasium. 

Mr. BRAVE. The object of this bill is to permit 
each organization to enjoy the usual school socials in 
separate buildings, as the large gymnasium is too 
small for running and playing by the little children, 
and dancing by the older ones at one time, and that 
the comfort and enjoyment of all the students, irre- 
spective of age, will be advanced by such an arrange- 
ment. 

The VICE PRESIDENT. The bill is referred to 
a committee composed of Mr. Paul Baldeagle and 
Mr. Guy Plentyhorse, to report at the next session of 
the Congress. 

Is there any further business? [After a pause and 
no response.] A motion to adjourn is in order. 

Miss ONHAND. Mr. President. 

The VICE PRESIDENT. Miss Onhand. 

Miss ONHAND. I move that we adjourn to 7 P. 
M., March 11. 



62 Documents 

Mr. CLOUD. [Addressing the chair.] I second 
the motion to adjourn. 

The VICE PRESIDENT. Those in favor of the 
motion to adjourn say "Aye." [All vote "Aye."] 
Those opposed say "Nay." The meeting stands 
adjourned. 

Though the session of the Congress had adjourned, 
the pupils and employees remained. They stood and 
sang "The Red, White and Blue," and the Supervisor 
again spoke as follows: 

I shall be with you a few days to help you make a 
practical application of your new government. After 
a few weeks I expect to return and give you such 
further help as you may then need. 

Tonight I shall speak to you of several subjects, 
closely related to your government. In the same way 
I shall talk to you from time to time while I remain, 
and will leave to be read to you several addresses 
which friends of our cause have prepared for you. 

Beside this, I shall leave for you to study and refer 
to, two very valuable documents, prepared by order 
of Major General Leonard Wood, head of the Ameri- 
can Army, by officers at the Army War College, for 
me to give to you and the pupils of public and other 
schools. The first is in reference to provisions for the 
preservation of health, the second is in relation to 
military drill and agrees with the new manual of arms 
prepared by the same officers at the same time for 
the Army. 

While I remain with you, I hope every one will feel 
perfectly free to ask questions, which I shall answer 
the best way I can. 

When I leave I shall be glad to hear from you and 
to answer any questions which you may send. If 



Curious Ideas 63 

some should not know where I am, when you write, 
you can address me care of the Commissioner of 
Indian Affairs, Washington, D. C, and the letter will 
be forwarded. 

Some persons have curious, mistaken ideas about 
the School Republic. I will tell you this evening of 
several of these, that you may be guarded against 
them. [Reported elsewhere]. Meeting then adjourned. 



CHAPTER IX. 



PROCEEDINGS OF THE THIRD SESSION. 

Congress of the Rocky River School Republic. 
Monday, March 11, 1912. 

The Congress met at 7 o'clock p. m. in the Assembly 
Hall. 

There were present the Vice President (Presiding 
Officer of the Congress) and a majority of the mem- 
bers. 

The VICE PRESIDENT. [Rapping on desk.] 
The Congress will be in order. [Silence.] There is 
evidently a quorum of the Congress present and we 
will begin the session by repeating our Civic Creed. 
[All stood and repeated the Creed.] 

The VICE PRESIDENT. I appoint Loulin 
Brewer to be Clerk pro tempore. The Clerk will read 
the Journal of the second session of the Congress of 
the Rocky River School Republic. 

The Clerk read as follows : 

Journal of Congress of Rocky River School Republic, 
Tuesday, March 5, 1912. 

The Congress met in its second session at 7 o'clock 
p. m. in the Assembly Hall. 

The Congress was called to order by the Vice Pres- 
ident. 



64 



Convenience in Social Gatlierings 65 

The Members of the Congress repeated the Civic 
Creed. 

The VICE PRESIDENT laid before the Congress 
the following message from the President of the Repub- 
lic, which was read by the Clerk of the Congress. 
[The message appears at this place in the Journal of 
Proceedings, but the printing here is omitted, as it 
is printed on page 57.] 

On motion of Miss Yellowbird the President's 
recommendations were adopted and his appointments 
were confirmed. 

Mr. Brave introduced a bill (No. 1) providing for 
organizing the citizens of this Republic into two 
bodies for convenience in social gatherings. [The bill 
was sent to the desk of the Clerk, who read as follows :] 

Be it enacted by the Rocky River School Republic in 
Congress assembled, That the citizens of this Republic be 
organized into two bodies for social entertainments, namely, 
a senior organization to be composed of students twelve years of 
age and more, and a junior organization to be composed of 
students less than twelve years of age; the senior assemblies 
to be held in the large gymnasium and the junior assemblies 
in the small gymnasium. 

Mr. Brave explained the object of this bill is to 
permit each organization to enjoy the usual school 
socials in separate buildings, as the large gymnasium 
is too small for running and playing by the little 
children, and dancing by the older ones at one time, 
and that the comfort and enjoyment of all the students, 
irrespective of age, will be advanced by such an 
arrangement. 

The bill was referred to a committee composed of 
Mr. Paul Baldeagle and Mr, Guy Plentyhorse, to 
report at the next session of the Congress. 



66 Activities for Good of Community 

A motion was made to adjourn and seconded. The 
Congress was adjourned until 7 p. m., Monday, 
March 11, 1912. 

The VICE PRESIDENT. Is there objection to 
the minutes as read? [After a pause.] There being 
no objection, the minutes as read stand approved. 

Message from the President. 

The VICE PRESIDENT. A message from the 
President of the Rocky River School Republic has 
been received. The Clerk will read it. 

The CLERK read as follows : 
To the Congress of the Rocky River School 
Republic : 

Our buildings are in a beautiful park, which is 
defaced by worn spots leading away from the cement 
paths. This indicates that supplementary paths are 
needed. Other improvements and repairs are needed 
from time to time about the buildings and grounds. 
To take care of this business I have appointed two 
Commissioners of Public Works, Ethel Roberts to 
look after such matters in connection with the girls' 
buildings and grounds, and Galucia Nelson in reference 
to all other buildings and grounds. 

We are encouraged by the Commissioner of Indian 
Affairs to have out-of-door play grounds and apparatus. 
The way having been opened for us I have appointed 
two Commissioners of Playgrounds, to look after the 
construction, care and repairs of play ground apparatus, 
Lubova Siftsoff to look after these matters on the 
girls' grounds, and Louis Dan on the boys' grounds. 

I submit these four appointments to you for your 
approval. AUGUSTUS WELCH. 

Executive Office, 
March 12, 1912. 



Report of a Committee 67 

Mr. JIM. Mr. President. 

The VICE PRESIDENT. Mr. Jim. 

Mr. JIM. I move that these recommendations be 
adopted and the appointments be confirmed. 

The VICE PRESIDENT. Do I hear a second? 

Mr. EAGLE. I second the motion. 

The VICE PRESIDENT. It has been moved and 
seconded that these recommendations be adopted and 
the appointments be confirmed. Are there any 
remarks? [After a pause.] Are you ready for the 
question? [After a pause.] All in favor of the motion 
to adopt these recommendations and to confirm 
these four appointments say "Aye." [All vote "Aye." ] 
All opposed say "Nay." [After a pause.] There 
being no negative vote, the motion is adopted unan- 
imously. 

The VICE PRESIDENT. Are there any other 
communications? [After a pause.] There being 
none, we will proceed to the next order of business, 
which is Reports from Committees. 

Mr. BALDEAGLE. Mr. President. 

The VICE PRESIDENT. Mr. Baldeagle. 

Mr. BALDEAGLE. I am instructed by the 
committee to which was referred the bill (No. 1) 
for the separating of the citizens into two bodies 
for convenience in social gatherings, to report it 
without amendment and submit a report thereon, 
as follows: Your Committee submitted this bill to 
the Superintendent, who said that it was all right, 
and if adopted by the Congress, he would authorize 
its being carried into effect. 

Miss BLACKHORSE. Mr. President. 

The VICE PRESIDENT. Miss Blackhorse. 

Miss BLACKHORSE. Mr. President, I move the 
adoption of t his report. 



68 A Bill before the House 

The VICE PRESIDENT. Do I hear a second ? 

Mr. TWOFOXES. Mr. President, I second the 
motion. 

The VICE PRESIDENT. It has been moved and 
seconded that the report of the committee be adopted. 
All who are in favor of this motion say "Aye." 
[Apparently all vote "Aye."] [After a pause.] All 
opposed say "Nay." [No votes.] The motion to 
adopt the report is carried unanimously. The Clerk 
will read the bill. 

The Clerk read as follows : 

Bill No. 1. For the separating of citizens into two 
bodies in social gatherings. 

Be it enacted by the Rocky River School Republic in 
Congress assembled, That the citizens of this Republic be 
organized into two bodies for social entertainments, namely, 
a senior organization to be composed of students twelve years of 
age and more, and a junior organization to be composed of 
students less than twelve years of age; the senior assemblies 
to be held in the large gymnasium and the junior assemblies 
in the small gymnasium. 

The VICE PRESIDENT. This bill is before the 
Congress for discussion. [After a pause and no 
response.] Are you ready for the question? All who 
are in favor of this bill say "Aye." [All seem to vote 
"Aye."] All opposed say "Nay." [After a pause 
and no response.] The bill is passed unanimously. 

Mr. MINESINGER. Mr. President. 

The VICE PRESIDENT. Mr. Minesinger. 

Mr. MINESINGER, I desire to introduce a 
resolution and ask unanimous consent for its immediate 
consideration. 

The VICE PRESIDENT. The gentleman will 
present it. 

Mr. MINESINGER. I move the adoption of the 
following resolution : (Reading;) 
















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Discussion of a Bill 69 

Be it resolved by the Rocky River School 
Republic in Congress assembled, That the Com- 
missioner of Public Works is hereby directed to take 
such action in relation to a more direct walk from the 
railroad station across the south lawn to the school 
house, and the constructing and improving of paths 
elsewhere, as the school authorities may sanction. 

Mr. SORTOR. I second the motion. 

The VICE PRESIDENT. This motion has been 
seconded. Is there objection to its immediate con- 
sideration? [After a pause.] There being no ob- 
jection, the resolution will be given immediate con- 
sideration. Discussion on the adoption of this reso- 
lution is in order. What have you to say? 

Mr. SORTOR. Mr. President. 

The VICE PRESIDENT. Mr. Sortor. 

Mr. SORTOR. This is a matter of considerable 
importance. As some of our paths are constructed 
apparently for ornament on paper rather than for 
business, we constantly leave these curved paths 
and thereby not only disfigure the grounds, but at 
least appear to be lawless. The paths ought to be 
corrected in the interest of law, order, economy of 
time and efficiency, and for this reason I have offered 
this resolution. 

Miss BLACK. Mr. President. 

The VICE PRESIDENT. Miss Black. 

Miss BLACK. I object to this resolution. The 
architect knows what is symmetrical. Both sides are 
drawn alike. The south entrance to the school yard 
is further from the school house than the north en- 
trance, and the curves would not be symmetrical 
were they drawn in reference to that fact. He knew 
what he wanted and the pupils ought to be required 



70 Department of Secret Service 

to keep to his lines. Anyhow, there is more time than 
anything else, and it is a good thing to have paths 
that will use some if it. Another reason why I think 
the cement paths are all right as they are, is that it 
is good discipline to be compelled to do things you 
don't like to do. Of course, no person does keep to 
that cement path on the south side, but I think they 
ought to be compelled to do it just as a matter of 
discipline. 

Miss BROWN. Mr. President. 

The VICE PRESIDENT. Miss Brown. 

Miss BROWN. I think that every one of those 
ideas is so absurd that no further time should be 
wasted on them. 

The VICE PRESIDENT. Have you anything 
further to say on the adoption of this resolution? 
[After a pause, and no response being made.] Are 
you ready for the question? Those in favor of the 
adoption of this resolution say ''Aye." [Apparently 
all vote "Aye."] Those opposed say ''Nay." [A 
few Nays.] This resolution has been adopted al- 
most unanimously. 

Miss WILSON. Mr. President. 

The VICE PRESIDENT. Miss Wilson. 

Miss WILSON. I desire to introduce the following 
bill: 

A Bill (C 2.) 

To Establish a Department of Secret Service. 

Be it enacted by the Congress of the Rocky 
River School Republic in Congress assembled, 

That there is hereby established a Department of 
Secret Service which shall have control of matters 
concerning missing articles, the destruction and de- 
facing of school property and of all other forms of 



Unanimous Consent 71 

evil which from their nature should not be made 
public. 

The President is the head of the Department of 
Secret Service and has power to appoint as many- 
officers of the department as he shall deem necessary, 
and such officers shall be known only to the President. 

All reports of the officers shall be made only to the 
President, and such reports shall be made in writing. 

All matters for the investigation by the depart- 
ment shall be reported to the President immediately- 
after their discovery or no attention will be paid to 
them. 

This law is to take effect immediately upon its 
passage. 

Mr. GRAYFOX. I move the adoption of this 
bill and ask unanimous consent to consider and vote 
upon it at once. 

The VICE PRESIDENT. If there is no objection, 
this bill will be considered and voted upon at once. 
[After a pause.] I hear no objections and unanimous 
consent is granted. 

Miss EVANS. Mr. President. 

The VICE PRESIDENT Miss Evans. 

Miss EVANS. I second the motion for the adop- 
tion of this bill. 

The VICE PRESIDENT. This motion has been 
seconded and discussion on the adoption of this bill 
is in order. This is a matter of much importance, 
but as all are familiar with the necessity for such a 
provision, it will not be necessary to spend much time 
considering it. What have you to say? 

Miss FORD. Mr. President. 

The VICE PRESIDENT. Miss Ford. 

Miss FORD. Some person is making a good deal 
of trouble in the school. I think it will not be difficult 



72 Reputation and Character Saved. 

to find the wrong doer, but if this should be done in 
a public way, and "an example is made" as they say, 
the unfortunate one's reputation will be forever 
ruined, in the estimation of the students, but if the 
matter can be dealt with in a quiet way, both the 
character and the reputation of the erring pupil 
may be saved. I favor the bill. 

The VICE PRESIDENT. Have you anything 
further to say on the passage of this bill? [Waiting a 
moment and no response being made.] Are you 
ready for the question? Those in favor of this bill 
say *'Aye." [All apparently vote "Aye."] Those 
opposed say "Nay." [No response.] This bill has 
been unanimously passed. 

Is there any further business? [After a pause and 
no response.] A motion to adjourn is in order. 

Miss MILLER. Mr. President. 

The VICE PRESIDENT. Miss Miller. 

Miss MILLER. I move that we adjourn, to 7 
p. m., Monday, March 18, 1912. 

Mr. ADAMS. [Addressing the chair.] I second 
the motion to adjourn. 

The VICE PRESIDENT. Those in favor of 
the motion to adjourn say "Aye." [All vote "Aye."] 
Those opposed say "Nay." The Congress stands 
adjourned, to 7 p. m., Monday, March 18, 1912. 



CHAPTER X. 
THE COURT. 

The pupils, teachers and other employes of the 
school, having assembled for an evening meeting, 
the Supervisor gave the following explanation of 
legal terms and procedure and illustration of the ses- 
sion of a court, and also forms for keeping the records 
of a court, of a legislative body and of a mass meeting 
of all the citizens. 

Judicial. 

Legal Terms and Formalities — Some Law Terms. 

An Arrest, in the School Republic, generally con- 
sists in the policeman's saying to the person to be 
arrested, "I arrest you for breaking the law." There 
is generally no place of confinement, and the police- 
man has no occasion to touch the offender. It amounts 
to a notification that he will have to be tried by the 
Court for the wrong he has done. 

A policeman who sees a wrong done, may make an 
arrest on the spot, without any warrant or other 
formality. 

A Warrant is a writing by the Court ordering an 
arrest, a search or a seizure, and is used in School 
City Courts. 

A Summons is an order to a defendant to appear 
in Court in a civil action, but is not used in the School 
City at present, as there are no civil cases or actions. 

There are two kinds of cases or actions in the 
courts, criminal and civil. 

73 



74 Court Cries 

Criminal cases occur when a person does a wrong. 

Civil cases occur when there is a dispute in reference 
to some business transaction. 

Criminal and civil cases are tried by the same 
judges, except in cities where there is enough court 
business to keep one or more judges busy on each 
separate class of cases. 

The Sheriff is an officer of the Court to carry out 
its orders. 

Police are not officers of the Court, but of the 
executive department of the government. 

All Papers belonging to the court are kept by the 
clerk of the court. 

Court Cries. 

Following is the proclamation used on opening the 
court: ''Hear ye! Hear ye! Hear ye! All manner of 
persons that have any business to do at this court 
held in and for the School Republic let them draw 
near and give their attention and they shall be heard." 
Then follows this cry to the Sheriff: "Sheriff of 
this School Republic return the writs and precepts 
to you directed and delivered, and returnable here 
this day, that the court may proceed thereon!" 

At the adjournment of court the Crier proclaims: 
"Hear ye ! Hear ye ! Hear ye ! All manner of persons 
who have any further business to do at this court, 
may depart hence and appear here tomorrow morning 
at 9 o'clock, (give right time) to which time this 
court is adjourned." 

These cries are not generally used in the lowest 
courts, but if desired, may be in all courts of the 
School Republic. They certainly add dignity to the 
proceedings. 



Court Procedure 75 

Court Procedure. 

When a citizen transgresses some legal regulation, 
in the presence of a policeman, he may be arrested 
without warrant, by a simple statement, ''You are 

arrested for the offence of " 

or "for breaking the law." Otherwise, information 
is laid before a judge or magistrate, by any citizen 
and a warrant procured for his arrest, and the warrant 
delivered to a policeman who will make the arrest. 

The judge appoints the time for holding court. 
He taps a bell and says: ''The court will come to 
order." He then turns to the clerk and says: "The 
clerk will call the first case." The clerk then announces 
the name of the accused and reads the charge. The 
court instructs the accused that he is entitled to 
counsel, and if he desires it, time is given to secure 
the same. An officer generally acts as messenger 
to secure the attorney. If he says he does not want 
counsel the judge addresses the accused, "You 
have heard the charge, are you guilty or not guilty?" 

If the person arrested pleads "Guilty:" 

1. The judge then directs the city attorney to 
read a detailed statement of the misdemeanor (usually 
the report of arrest as told by the clerk). 

2. The judge then asks the defendant: "Have 
you anything to say why sentence should not be 
passed upon you?" 

3. This is sometimes answered by the defendant's 
attorney who rises and asks for leniency on account 
of extenuating circumstances which he explains. 

4. If there are several judges, the presiding judge 
requests the others to ask any questions they wish. 

5. The court (the judges) retires and consults 
concerning the punishment. 



76 The Jury 

6. Upon their return the presiding judge pro- 
nounces the sentence, the offender standing to receive 
it. 

If the plea is "Not guilty;'* 

1. The people's attorney outlines his case and 
calls witnesses. 

2. These witnesses take the following pledge, 
answering "Yes" to the question asked by the clerk, 
"Do you, on your honor as a citizen, promise that the 
evidence you shall give in the matter of difference 
between the people of the School Republic and 

the defendant, shall be the truth, 

the whole truth, and nothing but the truth?" 

3. They are examined and cross-examined. 

4. The defendant's attorney follows the same line 
of action and presents his case to the court, and then 
sums up the case. 

5. After him the people's attorney sums up the 
case. 

6. The judges retire and deliberate as before. 

7. The verdict is brought in and the sentence 
pronounced. 

8. After all cases are disposed of the judge de- 
clares the court adjourned. 

It is the sheriff's duty to attend to the enforce- 
ment of the sentences. 

Jury. 

It is generally best to discourage the complications 
of a jury, especially in trivial matters. 

The defendant may demand a trial by jury, in 
which case the trial is adjourned for a sufficient 
length of time to allow the jury to be drawn. This 
need not be for more than a few minutes. 



Pledge of Jurors and Sheriff 77 

The jury is selected thus : 

1. The clerk of the court, in the presence of the 
judge (or the presiding judge and one other, if there 
are several judges), the sheriff, and as many citizens 
as wish to be present, public notice having been given, 
draws twelve names from the jury box in which 
have been deposited, on separate slips, the names of 
all the quilified jurors in that court. In a School 
Republic any student designated by the sheriff is 
subject to jury duty. 

2. A list of these twelve names is given to the 
sheriff, who notifies each person named to appear 
at the time to which the case is adjourned. 

3. When the case is called, six of the twelve per- 
sons selected act as a trial jury. 

4. The attorneys for the prosecution and for the 
defence have a right to examine each juror as to his 
qualifications and may object to any juror for cause, 
the objections to be ruled upon by the judge. 

5. After six jurors have been selected they answer 
"Yes" to the following question: "Do you solemnly 
promise to try the matter of difference between the 

people of this School Republic and 

the defendant herein and a true verdict render ac- 
cording to the evidence?" 

6. They are then put in charge of the sheriff or 
constable who is required to make the following 
affirmation, the clerk saying: "You shall well and 
truly keep every person sworn on this jury in some 
private and convenient place, without meat or drink, 
water excepted; you shall not speak to them yourself, 
nor suffer any person to speak to them, without 
leave of the court, except it be to ask them whether 
they have agreed on a verdict, until they have so 



78 Oath of Office 

agreed on their verdict." The sheriff, marshal or 
constable answers: **I will." 

Court of the Chemawa School Republic. 

On the morning of March 18, 1912, Frank Sortor, 
Thomas Hawley, Bryan Hall, Jay Stevens, George 
Pepion, Ross Fox and Levi Martin, all citizens, 
violated the rules and laws of the Republic by going 
over the hill at the south end of the baseball field 
as if to smoke in this secluded spot. 

The school disciplinarian saw the boys go there 
and gather in a group but the smoke could not be 
seen at that distance. 

The disciplinarian reported this case to Chief 
Justice Joseph Dunbar. A session of the court was 
called in the disciplinarian's office at 6 p. m.. Mar. 
18, 1912. 

Chief Justice Dunbar called the court to order. 

The office of marshal being vacant, the Judge 
appointed Kiutus Jim. The new appointee came to 
the desk of the clerk of the court, who said to him, 
"Please hold up your right hand and repeat after 
me the following oath of office:" 

*'I do solemnly swear to support the constitution 
of the United States and defend it against all enemies, 
both domestic and foreign, and to perform the duties 
of my office in the School Republic to the best of 
my knowledge and ability, so help me God." 

The clerk read the charges against the young men. 
Justice Dunbar said, "Are you guilty or not guilty?" 
All plead "not guilty." The disciplinarian at this 
point addressed the court and the defendants as 
follows: "As an officer of the Indian Service, I 
challenge the plea of not guilty. These young men 



Active Occupation versus Temptation 79 

are smokers and under the circumstances their going 
over the hill and gathering in a group is evidence 
that they were smoking." 

The complainant did not see the smoke and the 
court ruled that as long as there was no smoke in 
evidence the defendants should be given the advantage 
of the doubt. 

Attorney General Minesinger asked each one if 
he would not be glad to discontinue this unmanly 
habit. All agreed that they would be glad to do so 
but that it is not easily done. Some thought they 
had will power enough to stop. Frank Sortor said, 
*'I can not say that I can or that I can not, but about 
two years ago while under training for the relay 
race I knew that tobacco would interfere with my 
efficiency, and I had not the slightest desire for it 
during the six weeks. As soon as the event for which 
we were training was past the old desire came back 
and I have yielded to it ever since. If we could have 
some interest continually to correspond with the 
training, it would be easy to let the habit go forever. 

"I think that if we were permitted to build for 
ourselves some out-of-door gymnastic apparatus with 
trapeze, traveling rings, parallel bars and such things, 
we would so use our time and thoughts in the con- 
structing and use of these things as to relieve us of the 
temptation to chew and smoke." 

The Judge said: ''All of you know that tobacco 
degrades you and that for your own good you ought 
to let it alone. Moreover, you know that your 
example is an important influence on the smaller 
boys. The United States Government has established 
this school to aid us in making the best of our lives. 
We are not doing our best to co-operate with the 



80 Case Dismissed 

Government for our own good while we have anything 
to do with tobacco. 

"For all these reasons, I ask you to act on the 
suggestion of Mr. Sortor, to use your leisure thoughts 
and physical energy in constructing useful things and 
in healthful recreation. Are you willing to do this?" 
All earnestly replied, ''I will," and the Judge said, 
"Under these circumstances this case is dismissed." 

The next case was that of eleven boys who pleaded 
guilty to the charge of going beyond the allowed 
limits, into the cow barn hay loft to play. One boy 
pleaded **not guilty," but he acknowledged that he 
had done as the other boys. The terms "guilty" and 
"not guilty" were explained to him and he then 
pleaded "guilty." All were sentenced to work during 
the recreation periods of one day, under orders of 
the disciplinarian. 



CHAPTER XI. 

MESSAGES AND REPORTS. * 

Means of Inspiration and Co-ordination. 

The object of School RepubUc Messages and 
Reports is to aid in arousing and maintaining in- 
terest in the government, and in developing every 
possible advantage which may be gained through 
the little republic, and to serve as a gauge of progress 
or retrogression, a thermometer of the warmth of 
interest and some indication of the spirit, or lack 
of it, in the school. 

They must not be regarded as examples of the 
pupirs unaided skill, for it is his duty not only to 
make a truthful presentation, but it is incumbent 
upon him, as it is upon adult officers, to get all 
reasonable assistance to enable him to perform his 
duties efficiently and to make correct and valuable 
reports and recommendations. 

The making of these reports will not be a trouble- 
some task, but a pleasure if the right spirit prevails 
in the school. 

A Proclamation of Thanksgiving 

By the President of the Eastern Cherokee 

School Republic. 

This year now drawing to a close has been very 
favorable to us as a school community. As pupils we 
have been given by the Government of the United 
States the privilege of self-government for our present 
pleasure, comfort and welfare, and that we may 
be fitted to become worthy adult citizens of the 
United States and of our State and local community. 

81 



82 Thanksgiving Procolamation 

It is fitting that we thank God, who is the Giver 
of all good gifts, for the plenteous crops of grain, 
vegetables and fruit with which our people have been 
blessed. 

As a school community v^e have reason to be 
thankful for the health of our members; although 
visited by an epidemic of measles and pneumonia, 
the lives of all have been spared. 

As citizens of the School Republic we have cause 
for gratitude for the splendid spirit and hard work 
of our Board of Public Works and other officers 
and citizens under the enthusiastic and kindly leader- 
ship of Mr. Gibbs, our teacher in carpentry, which 
has resulted in our two new out door gymnasiums, 
built for our enjoyment, and for the added conveniences 
in our buildings, the reading rooms, and other changes 
which add to our comfort. 

By custom and by proclamation of the President 
of the United States, the last Thurdsay in November 
is observed as Thanksgiving Day. Therefore, in 
conformity with that custom, I, Frankie Cooper, 
President of the Eastern Cherokee School Republic, 
do hereby proclaim Thursday, Nov. 28, 1912, Thanks- 
giving Day, and I earnestly request that it be ob- 
served by all as a day of praise and prayer to God for 
his continued blessings to all and especially for his 
gracious kindness to the citizens of our School Re- 
public. 

FRANKIE COOPER. 
United States Indian School, 
Cherokee, North Carolina, 
November 21, 1912. 



Primary School Mayor's Message 83 

Messages. 

Primary School City. 

Councilman : — To do my duty as Mayor, I present to you this 
message. 

The citizens have elected you to make their laws; this is a 
great honor. They expect you to make just and wise ones. It 
is your duty to do so. To help you do so, I make these sugges- 
tions : 

1. That you make such laws as will secure good order, 
good habits and good care of property. 

2. That you make all laws simple and easy to understand. 

3. That you make only as many laws as are really needed, 

4. That you state only a general penalty for offences, let- 
ting the judges fix the special ones. 

5. That you promptly decide on the length of all terms of 
office not fixed by the Charter. * 

Mar. 2, 19 . HILDA RUST, Mayor. 

Normal School. 
To the Normal School City Council : 

Councilmen: — Another official term has begun, and it is my 
privilege and duty to address you; and to recommend to you such 
measures as I deem to be needed. 

Ties. 

The first thing for you to consider is the matter of "ties" 
(that is an even vote for persons who are running for the same 
office). In our last city election a "tie" occurred. So far as I 
am acquainted with our city law, there is no provision for such 
cases. Since the Mayor is empowered by existing laws, to fill 
vacancies in such offices as judge, alderman, etc., by appoint- 
ment, with consent of the City Council, I consider it right to 
settle this "tie"; therefore, I declared Isaac Conklin alderman. 
Inconvenience of this kind is liable to occur at any time; there- 
fore I recommend that you make some ordinance providing for 
the settlement of such cases. 

Codify the Ordinances. 

I suggest that you instruct your Clerk to collect, arrange and 
publish in some convenient way the ordinances which you have 
enacted since the granting of our charter. 



Note. Of course a little primary pupil could not have written such a mes- 
sage without assistance, any more than adult executive officers are expected 
to act without cabinets or other advisors. 



84 Normal School Mayor's Message 

Order in Study Hall. 

The order in our study hall can and must be greatly improved. 
If this cannot be gained by co-operation with our police officers 
under our present laws, new laws and more severe ones must be 
passed. 

Appointments. 

According to Chapter 4, Article 2, Sections 5 and 6, I appoint, 
subject to the approval of your most honorable body, the fol- 
lowing officials : 

1. Daisy B. Hitch, Commissioner of Police. 

2. Esmond Childs, Commissioner of Public Works. 

3. Moses Teas, Commissioner of Health. 

4. John MacCartney, Commissioner of Fire Department. 

5. Mary MacHenry, City Clerk. 

6. Julia A. Lucy, Alderman, in place of Edmund Doremus, 
resigned, according to Ordinance 10. 

Guard the Peoples' Interest. 

It is the duty of the members of the City Council, as repre- 
sentatives of the people, to be ever on the lookout, guarding the 
people's interests, and enact such ordinances as will insure the 
greatest good to the greatest number. I therefore urge you to 
investigate the condition of the city, to study the ordinances 
already in force, and to serve the interests of those whom you 
represent in the best possible way. Be ever mindful of the 
responsible position which you hold. Seek and find the ways in 
which you can benefit your city, so that you may feel, when 
your office shall have expired, that you have done your duty, 
and that you have done it well. 

MAY E. DAVIS, 
February 17, 19 . Mayor of Normal School City. 

Reports — ^Means of Inspiration and Co-ordination. 

Every officer should make reports at short inter- 
vals of what has occurred within the jurisdiction 
of his office, and of what he thinks should be done. 
The teacher should help him to learn how to make and 
to record observations, and how to suggest or make 
improvements. 




"^S^iP^® i 




Reports — Grammar School 85 

As far as this can be made practicable and reason- 
able, these reports should be made weekly. 

The writing of these reports should be a part of 
the regular class work in language. If this idea is 
followed carefully, it will give an element of life and 
interest to the language work, which can probably 
be gotten by no other means. 

The reading of the reports to the class or school, as 
the case may be, should be used for instruction in 
reading. 

The preparing of reports and reading them to the 
proper body and the official considering and action 
upon them, can be made an important means for 
arousing and maintaining interest in the pupils' 
democracy. You can scarcely exaggerate their im- 
portance. 

The following reports are from a girls' grammar 
school in Philadelphia. 

To the Principal and Citizens : 

The work done by the School City Council during the adminis- 
tration now drawing to a close has been a great help to the school. 
Certain measures regarding the order in different parts of the 
school were adopted. From meetings of the Council only a few 
members have been absent. The record as a whole is quite good. 

REBA WIREMAN, 

President of City Council. 



To the Principal and Citizens : 

The council meetings of the Third Administration have been 
held regularly every two weeks. They were conducted with 
dignity, and some important work accomplished. Badges were 
secured for all the city officers, a receptacle for waste material 
was bought and placed in the yard, and cups with chains were 
fastened to the faucet. The money for these purchases was 
contributed by the citizens. 

FANNY S. GOLDSMITH, 
President of School City Council. 



86 Reports 

To the Principal and Citizens : 

The Executive Department of the School City has been con- 
ducted satisfactorily by all the officers. 

The councilmen of the administration now closing have proved 
to be faithful, and the getting of the receptacle for trash has 
improved the looks of the yard. The cups also have helped to 
make better order. It seems as if the citizens were taking an 
interest in the government and are endeavoring to improve. 

MARGUERITE MURROW, 

Mayor of the School City. 



To the Principal and Citizens : 

The Mayor suggested several measures which were adopted 
by the City Council. In this administration the "Lost and Found 
Department" was organized, and a report of this department 
is presented herewith. 

The Police Department, including the Director of Public 
Safety, the Chief and Captain of Police and the policemen, have 
greatly improved the order in the classrooms, dressing rooms and 
elsewhere. 

The court, which meets every Wednesday afternoon, is very 
necessary to the welfare of our school. There were no cases 
brought to court last week, which shows that the order is greatly 
improved. 

We hope that the new administration will be more success- 
ful even tha then last, and the retiring officers will willingly 
assist in any difficulties that may arise. 

CORA WATKINS, Acting Mayor. 



To the Mayor : 

The lost and Found Department, established in the second 
administration, has accomplished its purpose of receiving and 
returning lost articles to their owners. 

The following articles have been received: A silver hat- pin, 
an eraser, five handkerchiefs, a velvet muff, a pencil case, a 
hair ribbon, two gloves and one cent. 

Returned to their owners, a cent, an eraser, and a pencil. 
The other articles are still held for delivery to their owners. 

CORA WATKINS, 
Qhief of I^ost and Found Department. 



Reports 87 

To the Principal and Citizens : 

Following is a statement of the School City Treasury : 

Balance on hand May 4 $ .49 

Rec'd in payment for lost badges June to September, 19 . . .16 
Rec'd from Lost and Found Department June to Sep- 
tember, 19 .37 

Total money received $1.02 

Paid for badges .04 

Balance on hand October 2, 19 $ .98 

VERA HOOPES, Treasurer. 

To the Mayor : 

The Department of Public Safety has been conducted satis- 
factorily by all the officers. 

Owing to the absence of the Mayor, the President of Councils 
has assisted the Director of Public Safety in making the lists 
of policemen for the different wards. 

The policemen, with a few exceptions, have performed the 
duties of their office faithfully and well. A few fail to realize 
the responsibility resting on them. 

MARGUERITE MURROW, 

Director of Public Safety. 

To the Mayor : 

As the captains and policemen know their duties better than 
before, great progress has been made in the work of the Depart- 
ment of Public Safety. The order in the halls, in the dressing 
rooms and on the stairs shows that the policemen have not 
neglected their duties, and that their orders have been implicitly 
obeyed. 

The lines formed in the school yard are much more orderly 
than in the past, but by an effort on the part of the citizens 
they can be improved still more. 

LAURIE A. McDonald, 

Director of Public Safety. 



To the Director of Public Safety : 

The Police Department has been successfully conducted. 
The captains have endeavored to be punctual in presenting lists 
to the Chief and the policemen have tried to do their duty in 
preserving order on the stairs and elsewhere. The order on the 
stairway and in the halls and dressing-rooms is greatly improved. 



88 Reports 

We sincerely hope that this improvement will be continued in 
the future administration. 

MAY TOTHENGAS, Chief of Police. 



To the Principal and Citizens : 

Through this administration court has been held weekly. 
Several weeks there were no cases and the court adjourned 
immediately after being opened. There has been greater care 
on the part of the citizens and a decrease in the number of arrests 
made for disorderly conduct on the stairs and in the dressing- 
rooms. The policenr^en may be credited for part of this improve- 
ment. But following this decrease, there was also an increase 
in more serious offences. This fault was especially noticeable 
at one session of court, when four persons were temporarily 
deprived of their rights of citizenship. This tended somewhat 
to lower our hopes for better work. But all the offenders when 
punished seemed, from all appearance, to take their punishment 
as though they thought it was deserved. 

As far as the officers who were in anywise connected with the 
court could see, there were no unjust arrests, for almost every 
person accused, after being examined, answered "guilty" of the 
offense charged. This proves that the policemen have arrested 
justly and with sufficient cause. All the retiring officers who are 
in any way engaged in the work of this court join to express 
the desire that the improvements mentioned may continue, and 
that the new officers may have as much success as those before 
them. B. FEIGHAY, Judge. 



To the principal and Citizens : 

The sessions of court during the present administration have 
been held regularly. The number of arrests has greatly decreased, 
there having been only eight, which was one-fourth as many as 
in the last administration. Three court sessions were adjourned 
as soon as assembled, there being no persons accused. This 
gives evidence that our School City is improving. The sessions 
of court were conducted with earnestness and dignity. The 
right of citizenship was not withdrawn from any citizen. 

It is the earnest wish of the retiring judge and of all the other 
officers that our School City may continue to improve, so that 
the cases for court shall become fewer with each administration. 

SELMA SCHWAB, Judge. 



Reports 89 

The following reports were made by officers of 
the Royal School City, in Honolulu, Hawaii, for the 
week ending January 27, 1908. Each report is headed 
by the name of the School Republic, and the date. 
Except in the first report, these are omitted to save 
space in printing. 

ROYAL SCHOOL CITY. 

Report of Supervisor of Public Works for week ending 
January 27, 1908. 

Number of pupils Sewing 230, time 1 hour 

Number of pupils Cooking 56, time 1 hour 

Number of pupils Lace Work 87, time 1 hour 

Number of pupils Woodwork 67, time 1 hour 

Total 440 

HERMAN MACHADO, 
Supervisor of Public "Works. 



Report of City Attorney. 
Number of cases tried for the following offenses : 

Swearing 2 Teasing 2 

Disobedience 3 Fighting 7 

Fooling 3 Playing ball in forbidden place 5 

Roughness 1 Talking in forbidden time ... .22 

CalUng Names 1 Playing in forbidden time ... 1 

Pushing 2 Laughing in forbidden time . . 1 

Total 49 

STANLEY SHAW, 

City Attorney. 

Report of Road Supervisor. 

Number of persons worked 523 

Time each person worked 1-2 hour 

Kind of work done : Cutting grass — persons 26 

Hoeing 42 

Picking papers and grass 325 

Sweeping and dusting 130 

H. NAOHE, 

Road Supervisor. 



90 Reports 

Report of Chief Sanitary Inspector. 

Number of persons worked 390 

Number of hours each worked 1-2 

Number of bbls. of trash collected 17| 

Number of bbls. of trash burnt 17| 

J. K. SUEDA, 

Chief Sanitary Inspector. 



Report of Pound Master. 
Things found : 1 knife, 1 pink ribbon, 

1 glass cutter, 1 lunch ticket. 

Things returned to owner : 1 knife. 

Y. Q. CHU, Poundmaster. 



Report of Sheriff. 

Swearing 2 Pushing 2 

Disobedience 2 Teasing 2 

Fooling 3 Fighting 7 

Roughness 1 Playing ball 5 

Calling Names 1 Talking 22 

Playing 1 Laughing 1 

Total 49 

SOLOMON, Sheriff. 



Report of Truant Officer, 

Number of pupils tardy 13 

Number of pupils absent 27 

KALEI NAHALAN, 

Truant Officer. 

Report of Librarian. 

Nimiber loaned : Bound volumes 29 

Pamphlets 17 

Song books 65 

Tonic Sol Fa 8 

Hawaii's Y. P 382 

Newspapers received : Advertiser 12 

Evening Star 8 

Evening Bulletin 10 

Total papers 30 

REBECCA M. KAPUA, Librarian. 



Reports 91 

It is desirable to have printed form blanks for re- 
ports. If you cannot get printed forms and have no 
hectograph or other means of printing, a report may- 
be made in any one of many ways, such as the above 
reports, or let us imagine the following. At Cherokee 
the boys have erected two out-door gymnasiums, one 
for the girls and one for themselves. 

EASTERN CHEROKEE SCHOOL REPUBLIC. 

Report of Commissioner of Play Apparatus, 
Week ending June 21, 1913. 

Boys' Out- door Gymnasium. 
5 Swings all right. 
1 Swing out of commission — rope worn out. This is the third 

week reported. Rope was ordered ten days ago but has 

not yet come. 
1 Climbing rope, all right. 

1 Tug- of- war rope all right. It was ravelling, but the ends have 

now been carefully wrapped with twine. 

2 Trapeze all right. 

2 Pairs of swing rings, all right. 

3 Teeters — small — o.k. 

4 Teeters, — large — the 2-inch pipe fulcrums are not stiff enough 

with only three posts for two teeters. Each large teeter 
should have two posts, set close to the teeter plank, and a 
short, separate piece of pipe for each teeter. 
1 Giant-stride. The small ropes have broken many times — no 
person hurt — but this week, one inch ropes replaced the 
small ones. These are strong enough and better to hold on to. 

1 Merry-go-round. The two planks got separated. New bolts 

were put in, but that is not enough. Next week, the four 
angles at the center should be thoroughly braced with 2-inch 
plank cut to fit the angles and bolted in place. 

2 Horizontal-bars, begun several weeks ago were completed 

this week. One is high and one is low. 
The 20x30 foot over-head frame, from which the swings, etc., 
hang, has gotten loose in two joints. The braces will be 
tightened up next Monday. 

ARNOLD COOPER, Commissioner, 



CHAPTER XII. 

RECORDS. 

The Secretary of State and the City Clerk should 
each keep a record of the executive department, 
quite separate from the books and records kept by 
the clerks of the legislative and judicial departments. 
The following suggests how the secretary or clerk of 
the executive department may begin his record : 

The Chemawa Indian Republic. 

Chemawa, Oregon, February 23, 1912. 

On February 23, 1912, a mass meeting was held 
in the school assembly hall, and was attended by all 
the teachers and other employees and the pupils 
of the school. 

Mr. Chalcraft, the Superintendent, said in effect 
that all would welcome Mr. Gill back to the school, 
on his mission from the Government to aid us in 
more fully organizing our civic educational work, 
and that it had been decided to organize all the pupils 
of the school as citizens of a federal government, 
which would have jurisdiction every place on the 
school lands not otherwise provided for. 

The academic school building and grounds will be 
considered a federal district, somewhat like that of 
the District of Columbia, in which the pupils of each 
session in each school room will be organized as a 
city, making 17 cities. 

Each of the five dormitories will be a state, the 
territory being the building and adjacent grounds. 

The industrial buildings and farm will be imder 

the federal jurisdiction. 

92 



Records 93 

The pupils adopted unanimously a federal and a 
state constitution, a city charter and a brief code of 
laws suggested by Mr. Gill, all being based on the 
Golden Rule. 

The pupils wished to name their republic "Chal- 
craft . ' ' Mr. Chalcraft said that he was greatly pleased 
with the compliment, but under the circumstances 
wished they would adopt another name, and suggested 
**The Chemawa Indian Republic," which was adopted 
unanimously. The pupils of the several states 
adopted names as follows: The large girls, McBride; 
small girls, Swastika, good luck; large boys. Progress; 
medium boys, Wilkinson, for Major Wilkinson 
who founded the school; the small boys, Philadelphia, 
brotherly love. The 17 cities were named as follows: 
Pacific, Royerville, Gillville, London, Rennersburg, 
Charlos, Seattle, Willamette, Villa Grande, Loyalty, 
Buenos, St. Petersburg, Hiawatha, Baltimore, Gill- 
burg, Washington. Many others were suggested 
such as Golden Rule, Goodville, Social Service, 
Sunshine, Happy-day. 

The following federal officers were elected: Presi- 
dent, Burney Wilson; vice president, to preside over 
meetings of the congress, Augusta Chamberlain; 
secretary of state, Lee Evans; justices of the federal 
court, for the girls, Maude Lowry; for the boys, 
Joseph Dunbar; attorney-general, James Minesinger. 

In accord with this plan, as far as we can make it 
practicable, to develop leadership and power of 
initiative, each academic class will elect daily for the 
following day, teachers to act under instruction of 
the adult teachers. The industrial classes will elect 
foremen each week. 

The meeting adjourned at 9 o'clock. 



94 Aid for Keeping Records 

Aid for Keeping the Records. 

To aid the clerks of the School Republic courts 
and of legislative bodies in keeping their records, 
the writer has made the following lists of items that 
should be entered. These may be typewritten and 
pasted on the inside of the front cover of the blank 
books so that the list will extend beyond the edges 
of the books and can be read when the books are 
open at any page. It will then be possible to read 
from the lists over on to the blank pages where the 
entries are to be made. When the books are not in 
use the lists are folded out of the way. It will pay for 
the trouble to first paste muslin on the back of the 
paper to keep it from cracking where it folds. 

If there is not room on the left page for the full 
record of the meeting, use the right hand page also. 
For instance, should there not be room for all the 
names of the members present, then, near the top of 
the right hand page, finish the list this way : 

3. (Continued) Harry French, Mary English, 
Patrick Ireland, Jennie Poland. 

Any other item may be continued in the same way. 

If the right hand page is not needed to complete 
the record begun on the left hand page, it may be used 
for a new record. In that case the clerk may omit 
the titles, using only the figure representing the title. 

A good size book is 8x10 inches, such as Depart- 
ment of the Interior No. 5-931. A book can be made 
of a quire or two of letter paper or foolscap, one quire 
put inside the other and sewed through the back and 
a strip of canvas or muslin, which can be glued on 
pasteboard sides and covered with cloth or paper. 
Get the very best you can. 



MINUTES OF THE COURT. 



1 Date of this entry : 

2 Name of Complain- 

ant: 

3 Name of Defend- 

ant: 

4 Name of officer who 

made arrest : 

5 Name of People's 

Attorney : 

6 Name of Defend- 

ant's Attorney : 

7 Name of Complain- 

ant's Witnesses : 

8 Name of Defend- |" 

ant's Witnesses : « 

9 Date of hearing : "^ 

o 

10 Statement of the 2 

o 
offense charged : f^ 

11 Plea, guilty or not 

guilty : 

12 Defense: 

13 Sentence: 

14 The above entries 

are correct: (Sig- 
nature of Clerk of 
Court:) 

15 Approved (Signa- 

ture of presiding 
Judge). 

16 Approved: (Signa- 

ture of Superin- 
tendent). 



The object of the Court is not to 
punish, but to discourage wrong actions 
and encourage right. Sometimes this 
can be accomplished best by other means 
than punishing. 

It is a happy day when the judge 
announces "there being no case for trial, 
the Court is adjourned." 

The Court should be conducted orderly 
and with dignity. Though some very 
amusing things occur in court, it must 
be remembered that the court is not 
a place for laughing. 

The teacher may sometime think it 
wise to have a case tried before the school, 
but generally, if not always, it is better 
for all concerned not to encourage publicity 
of the court proceedings. 

Do not make a great deal out of a very 
small matter. Do not call witnesses when 
there is no necessity. 

Generally, the defendant has no need 
for an attorney, yet he may have one if 
he wishes. It is well for every person to 
be able to defend himself. 

Generally in the School Republic there is 
no occasion for a jury. In a high or 
normal school or college, if occasion 
arise there is no objection to a jury trial. 
In America and Great Britain, a citizen, 
if put on trial, has a right to demand a 
jury. 

An adult judge is especially educated 
to be a lawyer. He is supposed to be 
picked out for his place because he is an 
especially able lawyer. "Learned counsel" 
assist him to arrive at correct decisions. 
He is helped by the decisions of other 
judges, printed in the law books. A 
School Republic judge can not have such 
important professional assistance. In place 
of this, whenever the School Republic Court 
is in session, the teacher should be present 
to give such tactful hints as may seem 
desirable. Because of this help, the 
young judge's decision should not be 
considered less his own than is the adult 
judge's decision. 



95 



JOURNAL OF THE LEGISLATIVE BODY. 



1 Place and time of 

meeting : 

2 Name of presiding 

officer : 

3 Names of members 

present: (In case 
the legislative 
body is composed 
of all the citizens, 
simply state that 
a majority were 
present.) 

4 Names of members 

absent: (See note 
above.) 

5 Minutes of last 

meeting read : (and 
approved or 
amended.) 

6 Communications 

read: 

7 Appointments con- 

firmed : 

8 The following re- 

ports were read : 

9 Old business: 

10 New business: 

11 Time of adjourn- 

ment: 

12 Approved by coun- 

sel : (Date and sig- 
nature of Clerk.) 

13 Approved: (Signa- 

ture of Teacher or 
other adult in au- 
thority.) 

14 Approved by Su- 

perintendent. 



Some Parliamentary Rules. 



Encourage courtesy, brevity and rapid 
dispatch of business. 

All motions should be seconded before 
they are discussed. 

A motion to adjourn is not debatable, 
and takes absolute precedence of all 
other motions. 

No motion can properly be put to vote 
while a previous motion is still before 
the house, except an amendment to the 
earlier motion, or certain privileged 
motions such as "to refer," "to lay on 
the table," "to limit debate," "to close 
nominations" and "to adjourn." 

The motion "to close nominations" 
c is useful when nominations are made, 
'^ to prevent an unnecessary number, 
2 which consumes too much time. Un- 
g der some circumstances, two, or even 
° one nomination may be enough, and a 
^ member can at once arise and, after he 
I** has been recognized by the chairman, 
say; "I move the nominations for may- 
or (or whatever the office may be) be 
now closed." If this motion should be 
seconded and carried, there will be no 
more nominations for that office. 



Only one member can have 
at one time. 



'the floor' 



A member has no right to discuss a 
question on the floor of the assembly 
until he has first addressed the chair 
and been recognized. 

For other details see "Social, Civic and 
Legal Practice and the Enforcement of 
Law, for Boy and Girl Citizens." 

For parliamentary procedure see 
"Roberts' Rules of Order," Cushing's 
"Manual," Reed's "Rules," "Paul's Par- 
liamentary Law." 



96 



INDEX 



Academic method 12 

Absence of teacher 15 

Address by president of 

school congress 39 

Address by supervisor 21, 53, 62 
Address by superintendent 19,51 
Adoption of resolution .... 68 
Aid for keeping records .... 94 
Appointment of officers 41,66,84 

Arrest 73 

Art of citizenship 20 

Athletics 60 

Bill, Introduction and con- 
sideration of 54, 61 

Boss rule 24 

Boy Scouts 59 

Business-like in School 

work 15 

Campfire girls 59 

Case dismissed 80 

Character 20 

Charter of School City 48 

Cheating in recitation 15 

Chemawa School Republic, 

Court of 78 

Chemistry 10 

Citizens 24, 34, 48 

Citizens? Who are school 

30,34,43,45,48 

Citizenship . 20, 24, 30, 32, 40, 43 

Citizenship, Grant of 30 

City 5, 10, 20, 22, 

29, 43, 48, 83, 84, 85, 92 
Civic creed 56 



Civic development 16 

Civic relations 13, 14 

Civic training 11 

Civilization, Growth of ... . 8 

Colleges 12 

Commissioner of Indian Af- 
fairs 20 

Commissioner of Education 67 
Commissioners of Educa- 
tion from abroad 17 

Competition 8 

Conditions of School citi- 
zenship 31 

Conduct, Laws of personal . 49 
Confirmation of appoint- 
ments 41, 67 

Congress 38 

Co-operate 16 

Co-operation 8 

Co-ordination 81 

Constitution of school fede- 
ral government 33 

Constitution of school state 

government 45 

Correspondence 17 

County 43 

Court 35, 46, 50, 73 

Court cries 74 

Court jurisdiction 35, 48 

Court proceedings 75 

Court records 95 

Court, Suggestions for the . 95 

Creed, Civic 56 

Cries, Court 74 

Criminal cases 74 

Cuba 21 



97 



98 



Index 



Curriculum 17 

Day schools 43 

Democracy. . . .8, 23, 25, 27, 58 

Develop harmoniously 16 

Discipline 14 

Dismissed, Case 80 

Divisions of government 

25,58, 59 

Dodge our own part 40 

Dormitory government .... 28 

Duties 34, 42 

Earn money, Children 16 

Election of officers 36 

Esprit de corps 14 

Essence of democracy 27 

Enthusiasm 14 

Enthusiastic teachers 12 

Evening meeting 53 

Federal government . .30, 34, 38 

Fire 60 

Foremen 15 

Forms, see Reports and 
Records 

Friendship 17 

Fundamental principle .... 23 

General government 27 

Golden Rule 13, 17, 23 

Government, natural and 

artificial 23 

Grant of citizenship 30 

Guilty 75 

Happy 16 

Health 59 

Healthy 23 

High school 15 

Homes 19 



Hope, A new and great , 
Hygiene 



39 
8 



Improvements 66 

Inauguration of officers . .38, 51 

Independent 22 

Indian legislation 20 

Industries 59 

Initiative 16 

Individuality 16 

Inspiration 81 

International peace 8, 17 

Journal of a meeting 57 

Judge 35, 45, 46, 50 

Judicial 73 

Jury 76 

Laboratory method 

12, 13, 20, 21, 26 

Law 8 

Law, Enforcement of 8 

Laws of personal conduct . . 49 

Law terms 73 

Legislation, Indian 20 

Liberty 22 

Local citizenship 12 

Marshal 78 

Mayor 50 

Message from United 

States government .... 21 
Message from School Repub- 
lic president 57, 66 

Messages and reports 81 

Minutes or journal of a 

meeting 57 

Minutes of the court 95 

Mischief 16 

Misconception corrected ... 51 

Monarchy 23 



Index 



99 



Monarchy in school 25, 58 

Moral training 11 

Moral development 00 

My Own United States 52 

Natural government 23 

Normal school 83 

Not guilty 76 

Oath of office 38, 78 

Order 22 

Organizing city or school- 
room government 48 

Organizing federal or na- 
tional government. ... 30 
Organizing state govern- 
ment 44 

Parallel between school 
government and adult 

government 22,27 

Parliamentary practice 15, 53, 96 

Peace 8, 17 

Personal responsibility 15 

Penalties 35, 47, 49 

Place of their own 16 

Play, Element of 15 

Playgrounds 66 

Pledge of citizenship 32 

Police 73, 74 

Powers 48 

Practice of right living .... 11 

Preserve order 22 

Primary pupils 14, 26, 83 

Principal or superintendent 

19, 36, 47, 51, 76, 80 

Principle of citizenship and 

government 23 

Problems of daily life and 

government 21 

Proclamation 81 



Program 27 

Public safety 59 

Public property 60 

Public schools 8 

Public works 59 

Punishments 35, 47, 49 

Pupils as teachers 15 

Purpose of Indian schools . . 19 

Reasons for school citizen- 
ship 31 

Recommendations by presi- 
dent 66 

Records 92 

Red Cross 59 

Recreation 16 

Repairs 66 

Report of comnaittee 67 

Report of a meeting 56 

Reports 81, 85 

Responsibility 14, 15, 26 

Rest 16 

Rights 15, 32, 48 

Royal School City, Hono- 
lulu 89 

Rule, of Golden citizenship . 13 
Rules, parliamentary . 15, 53, 96 

School building goverimient 2 
School City, See city 
School federal or national 

government 29 

School RepubHc 5, 20 

School room government 29, 48 

Secret service 70 

Session of school congress 41, 56 

Sheriff 64, 74, 76 

Special rules of parliamen- 
tary practice 53 

Social relations 13, 14 

Social service 60 



100 



Index 



Spirit 23 

State 28,43,44 

Statesmen 17 

Subjects 24 

Summons 73 

Superintendent. . .19, 36, 47, 51 

Supervisor 26 

Supervisor of Civic Train- 
ing 21, 53, 62 

Teacher 12, 15,21,47, 50 

Teacher's absence, Order in 15 

Teacher's authority 22 

Term of office 35, 45 

Territory 35, 45, 48 

Thanksgiving proclamation 81 



Town 43 

Trial of a case 78 

Unanimous consent 54 

Unclean 23 

Universities 12 

University 3 

Verdict 76 

Village 43 

Voting . . 37, 45, 48, 62, 67, 70, 72 

War Department 21 

Warrant 73 

Work 15, 19 



